Pub Date : 2018-01-01Epub Date: 2019-02-22DOI: 10.1027/2151-2604/a000341
Niek C de Schipper, Katrijn Van Deun
Recent technological advances have made it possible to study human behavior by linking novel types of data to more traditional types of psychological data, for example, linking psychological questionnaire data with genetic risk scores. Revealing the variables that are linked throughout these traditional and novel types of data gives crucial insight into the complex interplay between the multiple factors that determine human behavior, for example, the concerted action of genes and environment in the emergence of depression. Little or no theory is available on the link between such traditional and novel types of data, the latter usually consisting of a huge number of variables. The challenge is to select - in an automated way - those variables that are linked throughout the different blocks, and this eludes currently available methods for data analysis. To fill the methodological gap, we here present a novel data integration method.
{"title":"Revealing the Joint Mechanisms in Traditional Data Linked With Big Data.","authors":"Niek C de Schipper, Katrijn Van Deun","doi":"10.1027/2151-2604/a000341","DOIUrl":"10.1027/2151-2604/a000341","url":null,"abstract":"<p><p><b></b> Recent technological advances have made it possible to study human behavior by linking novel types of data to more traditional types of psychological data, for example, linking psychological questionnaire data with genetic risk scores. Revealing the variables that are linked throughout these traditional and novel types of data gives crucial insight into the complex interplay between the multiple factors that determine human behavior, for example, the concerted action of genes and environment in the emergence of depression. Little or no theory is available on the link between such traditional and novel types of data, the latter usually consisting of a huge number of variables. The challenge is to select - in an automated way - those variables that are linked throughout the different blocks, and this eludes currently available methods for data analysis. To fill the methodological gap, we here present a novel data integration method.</p>","PeriodicalId":47289,"journal":{"name":"Zeitschrift Fur Psychologie-Journal of Psychology","volume":"226 4","pages":"212-231"},"PeriodicalIF":2.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6736194/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41215997","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-10-28DOI: 10.1027/2151-2604/A000250
A. Kühberger, Thomas Scherndl, Bastian Ludwig, Dominique M. Simon
Abstract. Summarizing and organizing research in narrative reviews is a classic procedure for cumulating research. In recent years narrative reviews have been increasingly, though not completely, replaced by meta-analyses. Using a case study of a prominent narrative review of the behavioral priming literature (Bargh, Schwader, Hailey, Dyer, & Boothby, 2012), we show that narrative reviews run the risk of drawing a picture that tends to be too good to be true, when the effect-sizes of the papers cited in the narrative review are compared to meta-analyses of the respective topic. We shortly discuss the reasons for this, emphasizing two sources of bias that may inflict narrative reviews to a larger degree than meta-analyses, namely bias in study selection, and bias in study aggregation.
{"title":"Comparative Evaluation of Narrative Reviews and Meta-Analyses","authors":"A. Kühberger, Thomas Scherndl, Bastian Ludwig, Dominique M. Simon","doi":"10.1027/2151-2604/A000250","DOIUrl":"https://doi.org/10.1027/2151-2604/A000250","url":null,"abstract":"Abstract. Summarizing and organizing research in narrative reviews is a classic procedure for cumulating research. In recent years narrative reviews have been increasingly, though not completely, replaced by meta-analyses. Using a case study of a prominent narrative review of the behavioral priming literature (Bargh, Schwader, Hailey, Dyer, & Boothby, 2012), we show that narrative reviews run the risk of drawing a picture that tends to be too good to be true, when the effect-sizes of the papers cited in the narrative review are compared to meta-analyses of the respective topic. We shortly discuss the reasons for this, emphasizing two sources of bias that may inflict narrative reviews to a larger degree than meta-analyses, namely bias in study selection, and bias in study aggregation.","PeriodicalId":47289,"journal":{"name":"Zeitschrift Fur Psychologie-Journal of Psychology","volume":"33 1","pages":"145-156"},"PeriodicalIF":1.8,"publicationDate":"2016-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76626623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-10-28DOI: 10.1027/2151-2604/A000251
Esther Kaufmann, Ulf-Dietrich Reips, K. M. Merki
Abstract. Individual participant data (IPD) meta-analysis is the gold standard of meta-analyses. This paper points out several advantages of IPD meta-analysis over classical meta-analysis, such as avoiding aggregation bias (e.g., ecological fallacy or Simpson’s paradox) and shows how its two main disadvantages (time and cost) can be overcome through Internet-based research. Ideally, we recommend carrying out IPD meta-analyses that consider online versus offline data gathering processes and examine data quality. Through a comprehensive literature search, we investigated whether IPD meta-analyses published in the field of educational psychology already follow these recommendations; this was not the case. For this reason, the paper demonstrates characteristics of ideal meta-analysis on teachers’ judgment accuracy and links it to recent meta-analyses on that topic. The recommendations are important for meta-analysis researchers and for readers and reviewers of meta-analyses. Our paper is also relevant to curr...
{"title":"Avoiding Methodological Biases in Meta-Analysis : Use of Online Versus Offline Individual Participant Data (IPD) in Educational Psychology","authors":"Esther Kaufmann, Ulf-Dietrich Reips, K. M. Merki","doi":"10.1027/2151-2604/A000251","DOIUrl":"https://doi.org/10.1027/2151-2604/A000251","url":null,"abstract":"Abstract. Individual participant data (IPD) meta-analysis is the gold standard of meta-analyses. This paper points out several advantages of IPD meta-analysis over classical meta-analysis, such as avoiding aggregation bias (e.g., ecological fallacy or Simpson’s paradox) and shows how its two main disadvantages (time and cost) can be overcome through Internet-based research. Ideally, we recommend carrying out IPD meta-analyses that consider online versus offline data gathering processes and examine data quality. Through a comprehensive literature search, we investigated whether IPD meta-analyses published in the field of educational psychology already follow these recommendations; this was not the case. For this reason, the paper demonstrates characteristics of ideal meta-analysis on teachers’ judgment accuracy and links it to recent meta-analyses on that topic. The recommendations are important for meta-analysis researchers and for readers and reviewers of meta-analyses. Our paper is also relevant to curr...","PeriodicalId":47289,"journal":{"name":"Zeitschrift Fur Psychologie-Journal of Psychology","volume":"2 1","pages":"157-167"},"PeriodicalIF":1.8,"publicationDate":"2016-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87062052","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-10-01DOI: 10.1027/2151-2604/A000265
Deborah Cockerham, E. Malaia
Abstract. An understanding of the relationship between emotions, cognition, and learning can provide insight into learning needs for children with autism spectrum disorder (ASD). This article discusses current research and new theories on ASD from three different perspectives: the behavioral sciences, neuroscience, and education. The rapid increase of ASD diagnoses in children worldwide, and an understanding of autism as one of the developmental disorders affecting a spectrum of neural networks in a growing brain, indicates that educational implications from the combined insights may strengthen the development of strategies and interventions not only for ASD individuals, but for neurotypical children as well.
{"title":"Neuroscience-Based Approaches to Teaching Students on the Autism Spectrum","authors":"Deborah Cockerham, E. Malaia","doi":"10.1027/2151-2604/A000265","DOIUrl":"https://doi.org/10.1027/2151-2604/A000265","url":null,"abstract":"Abstract. An understanding of the relationship between emotions, cognition, and learning can provide insight into learning needs for children with autism spectrum disorder (ASD). This article discusses current research and new theories on ASD from three different perspectives: the behavioral sciences, neuroscience, and education. The rapid increase of ASD diagnoses in children worldwide, and an understanding of autism as one of the developmental disorders affecting a spectrum of neural networks in a growing brain, indicates that educational implications from the combined insights may strengthen the development of strategies and interventions not only for ASD individuals, but for neurotypical children as well.","PeriodicalId":47289,"journal":{"name":"Zeitschrift Fur Psychologie-Journal of Psychology","volume":"44 1","pages":"290-293"},"PeriodicalIF":1.8,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80847286","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-10-01DOI: 10.1027/2151-2604/A000261
Sanne H. G. van der Ven, S. C. V. Touw, A. H. V. Hoogmoed, E. Janssen, P. Leseman
Abstract. Promised rewards are often used in education to stimulate learning behaviour. The present study tested whether a reward prospect affects semantic processing and recall of learned materials. Thirty-nine females participated in an electroencephalogram (EEG) task measuring semantic processing using the N400 effect. After that, they completed a cued recall test of the task materials. Before the EEG task, half of the participants (n = 20) were told that financial compensation would increase with each correct answer (reward prospect condition). The other half (n = 19) were told that financial compensation was fixed (control condition). Participants in the reward prospect condition showed an N400 effect that was more spread over the (left) frontal areas, and showed better recall than participants in the control condition. An achievement-related reward prospect alters semantic processing and improves retention of learned material. Whether improved retention benefits learning in longer term needs further...
{"title":"The effect of a prospected reward on semantic processing: an N400 EEG study","authors":"Sanne H. G. van der Ven, S. C. V. Touw, A. H. V. Hoogmoed, E. Janssen, P. Leseman","doi":"10.1027/2151-2604/A000261","DOIUrl":"https://doi.org/10.1027/2151-2604/A000261","url":null,"abstract":"Abstract. Promised rewards are often used in education to stimulate learning behaviour. The present study tested whether a reward prospect affects semantic processing and recall of learned materials. Thirty-nine females participated in an electroencephalogram (EEG) task measuring semantic processing using the N400 effect. After that, they completed a cued recall test of the task materials. Before the EEG task, half of the participants (n = 20) were told that financial compensation would increase with each correct answer (reward prospect condition). The other half (n = 19) were told that financial compensation was fixed (control condition). Participants in the reward prospect condition showed an N400 effect that was more spread over the (left) frontal areas, and showed better recall than participants in the control condition. An achievement-related reward prospect alters semantic processing and improves retention of learned material. Whether improved retention benefits learning in longer term needs further...","PeriodicalId":47289,"journal":{"name":"Zeitschrift Fur Psychologie-Journal of Psychology","volume":"39 1","pages":"257-265"},"PeriodicalIF":1.8,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85708609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-12-08DOI: 10.1027/2151-2604/A000221
Sandra Sittenthaler, E. Jonas, E. Traut-Mattausch, J. Greenberg
According to reactance theory, formulated by Jack Brehm in 1966, the motivational state of psychological reactance is aroused when an individual perceives any of her or his free behaviors she or he can engage in to be threatened (Brehm, 1966). Reactance theory does not hold that people believe that they have freedom in all daily life situations but that they perceive themselves as having specific freedoms. The amount of reactance experienced when a perceived freedom is threatened depends on the intensity of the threat as well as the importance of the restricted freedom (Brehm, 1966; Brehm & Brehm, 1981; Miron & Brehm, 2006; Worchel & Brehm, 1971). Reactance as research topic has attracted attention in both basic and applied research in areas such as health, marketing, politics, and education. Nevertheless, Miron and Brehm pointed out several research gaps in their review paper on reactance research 40 years later. This review article inspired us to develop this special issue in order to highlight new insightful theory and research concerning reactance processes. ‘‘Reactance’’ is often used as an ex post explanation for different phenomena occurring in applied research, such as research in workor health-related contexts. Yet, interesting new theory-guided research has also been testing a priori hypotheses in different domains over the last decade. And there are still remaining open questions in understanding basic theoretical assumptions concerning the classic social psychology theory of reactance. The purpose of this issue is therefore to present recent research and developments in reactance theory that both offer new knowledge and illuminate issues still in need of resolution. This special issue contains one review article, five empirical articles, and a research spotlight. The review article by Steindl, Jonas, Sittenthaler, TrautMattausch, and Greenberg (2015) introduces the special issue with an overview of research that has been conducted since Miron and Brehm’s review article from 2006. The article presents new developments concerning the measurement of reactance, research on cultural differences in the experience of self-experienced and vicarious reactance, and research revealing different processes involved in reactance. Furthermore, the authors encourage future research to gain a better understanding of the state of psychological reactance per se and to also look at the positive motivational side of reactance. In the empirical paper by Bessarabova, Turner, Fink, and Beary Blustein (2015) data showed that guilt had a direct effect on the affective component of reactance, anger, whereas guilt influenced the cognitive component of reactance via awareness that a message was a guilt appeal. This is an interesting approach in extending reactance theory by relating reactance to guilt appeals and examining the process by which reactance translates into action. The next contribution in persuasion research by Shen and Coles (2015) investigates fear
{"title":"New directions in reactance research","authors":"Sandra Sittenthaler, E. Jonas, E. Traut-Mattausch, J. Greenberg","doi":"10.1027/2151-2604/A000221","DOIUrl":"https://doi.org/10.1027/2151-2604/A000221","url":null,"abstract":"According to reactance theory, formulated by Jack Brehm in 1966, the motivational state of psychological reactance is aroused when an individual perceives any of her or his free behaviors she or he can engage in to be threatened (Brehm, 1966). Reactance theory does not hold that people believe that they have freedom in all daily life situations but that they perceive themselves as having specific freedoms. The amount of reactance experienced when a perceived freedom is threatened depends on the intensity of the threat as well as the importance of the restricted freedom (Brehm, 1966; Brehm & Brehm, 1981; Miron & Brehm, 2006; Worchel & Brehm, 1971). Reactance as research topic has attracted attention in both basic and applied research in areas such as health, marketing, politics, and education. Nevertheless, Miron and Brehm pointed out several research gaps in their review paper on reactance research 40 years later. This review article inspired us to develop this special issue in order to highlight new insightful theory and research concerning reactance processes. ‘‘Reactance’’ is often used as an ex post explanation for different phenomena occurring in applied research, such as research in workor health-related contexts. Yet, interesting new theory-guided research has also been testing a priori hypotheses in different domains over the last decade. And there are still remaining open questions in understanding basic theoretical assumptions concerning the classic social psychology theory of reactance. The purpose of this issue is therefore to present recent research and developments in reactance theory that both offer new knowledge and illuminate issues still in need of resolution. This special issue contains one review article, five empirical articles, and a research spotlight. The review article by Steindl, Jonas, Sittenthaler, TrautMattausch, and Greenberg (2015) introduces the special issue with an overview of research that has been conducted since Miron and Brehm’s review article from 2006. The article presents new developments concerning the measurement of reactance, research on cultural differences in the experience of self-experienced and vicarious reactance, and research revealing different processes involved in reactance. Furthermore, the authors encourage future research to gain a better understanding of the state of psychological reactance per se and to also look at the positive motivational side of reactance. In the empirical paper by Bessarabova, Turner, Fink, and Beary Blustein (2015) data showed that guilt had a direct effect on the affective component of reactance, anger, whereas guilt influenced the cognitive component of reactance via awareness that a message was a guilt appeal. This is an interesting approach in extending reactance theory by relating reactance to guilt appeals and examining the process by which reactance translates into action. The next contribution in persuasion research by Shen and Coles (2015) investigates fear","PeriodicalId":47289,"journal":{"name":"Zeitschrift Fur Psychologie-Journal of Psychology","volume":"11 1","pages":"203-204"},"PeriodicalIF":1.8,"publicationDate":"2015-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78826607","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-12-08DOI: 10.1027/2151-2604/A000225
S. Lemus, Marcin Bukowski, R. Spears, Maika Telgal
We propose that reactance to threats to individual freedom can be broadened to include threats to group identity and its associated values and norms. In two studies we primed women and men with (counter) stereotypical roles and measured implicit activation of reactance versus acceptance goals, task persistence, and support for system justification beliefs and collective action. Although we found no direct evidence of reactance activation, men activated acceptance when primed with gender stereotypes, whereas women did not. Further, traditional women legitimize the system after counter-stereotypical exposure, whereas progressive women (feminist identifiers) persist more in solving a task stereotypically favoring men under these conditions (Study 1). Finally, nonsexist women show higher support for collective action after stereotypical exposure when threat to their identity is blatant (Study 2). We argue that reactions to identity threats depend on the content of that identity so that the specific form reactance takes may depend on the group norms being threatened.
{"title":"Reactance to (or Acceptance of) Stereotypes: Implicit and Explicit Responses to Group Identity Threat","authors":"S. Lemus, Marcin Bukowski, R. Spears, Maika Telgal","doi":"10.1027/2151-2604/A000225","DOIUrl":"https://doi.org/10.1027/2151-2604/A000225","url":null,"abstract":"We propose that reactance to threats to individual freedom can be broadened to include threats to group identity and its associated values and norms. In two studies we primed women and men with (counter) stereotypical roles and measured implicit activation of reactance versus acceptance goals, task persistence, and support for system justification beliefs and collective action. Although we found no direct evidence of reactance activation, men activated acceptance when primed with gender stereotypes, whereas women did not. Further, traditional women legitimize the system after counter-stereotypical exposure, whereas progressive women (feminist identifiers) persist more in solving a task stereotypically favoring men under these conditions (Study 1). Finally, nonsexist women show higher support for collective action after stereotypical exposure when threat to their identity is blatant (Study 2). We argue that reactions to identity threats depend on the content of that identity so that the specific form reactance takes may depend on the group norms being threatened.","PeriodicalId":47289,"journal":{"name":"Zeitschrift Fur Psychologie-Journal of Psychology","volume":"33 1","pages":"236-246"},"PeriodicalIF":1.8,"publicationDate":"2015-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80408728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-10-02DOI: 10.1027/2151-2604/A000217
U. Lang, Teresa F. Ackermann, D. Wolfer, F. Schubert, R. Sohr, H. Hörtnagl, F. Lang, J. Gallinat
Phosphatidylinositol-3-kinase (PI3K) signaling influences susceptibility to virus infections, anoxia, obstetric complications, and cancer; which are changed in patients with schizophrenia and their first degree relatives. Therefore PI3K signaling might have impact on the pathophysiology of schizophrenia. PI3K signaling crucially involves phosphoinositide-dependent protein kinase (PDK1). Increased anxiety behavior is observed in PDK1 hypomorphic mice. Here we show enhanced prevalence of schizophrenia in carriers of the PDK1 CC genotype in human beings. Moreover, decreased parietal P300 amplitude, which is a well-studied schizophrenic endophenotype, was observed in PDK1 CC carriers. Glutamate and glutamine concentrations are increased in the frontal lobe of PDK1 dysmorphic mice and human CC individuals. Our results demonstrate that the PDK1 CC genotype is associated with increased risk to develop schizophrenia, a typical endophenotype profile observed in the disease and modified neurotransmitter concentrations in brain regions associated with the disease.
{"title":"Phosphoinositide-Dependent Protein Kinase 1 (PDK1) Impact on Schizophrenia Risk and Endophenotype Profile","authors":"U. Lang, Teresa F. Ackermann, D. Wolfer, F. Schubert, R. Sohr, H. Hörtnagl, F. Lang, J. Gallinat","doi":"10.1027/2151-2604/A000217","DOIUrl":"https://doi.org/10.1027/2151-2604/A000217","url":null,"abstract":"Phosphatidylinositol-3-kinase (PI3K) signaling influences susceptibility to virus infections, anoxia, obstetric complications, and cancer; which are changed in patients with schizophrenia and their first degree relatives. Therefore PI3K signaling might have impact on the pathophysiology of schizophrenia. PI3K signaling crucially involves phosphoinositide-dependent protein kinase (PDK1). Increased anxiety behavior is observed in PDK1 hypomorphic mice. Here we show enhanced prevalence of schizophrenia in carriers of the PDK1 CC genotype in human beings. Moreover, decreased parietal P300 amplitude, which is a well-studied schizophrenic endophenotype, was observed in PDK1 CC carriers. Glutamate and glutamine concentrations are increased in the frontal lobe of PDK1 dysmorphic mice and human CC individuals. Our results demonstrate that the PDK1 CC genotype is associated with increased risk to develop schizophrenia, a typical endophenotype profile observed in the disease and modified neurotransmitter concentrations in brain regions associated with the disease.","PeriodicalId":47289,"journal":{"name":"Zeitschrift Fur Psychologie-Journal of Psychology","volume":"226 1","pages":"165-172"},"PeriodicalIF":1.8,"publicationDate":"2015-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79472610","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-10-02DOI: 10.1027/2151-2604/A000218
C. Leibrock, Michael Hierlmeier, U. Lang, F. Lang
Abstract. The present study explored the impact of Akt1 and Akt3 on behavior. Akt1 (akt1-/-) and Akt3 (akt3-/-) knockout mice were compared to wild type (wt) mice. The akt1-/- mice, akt3-/- mice, and wt mice were similar in most parameters of the open-field test. However, the distance traveled in the center area was slightly but significantly less in akt3-/- mice than in wt mice. In the light/dark transition test akt1-/- mice had significantly lower values than wt mice and akt3-/- mice for distance traveled, number of rearings, rearing time in the light area, as well as time spent and distance traveled in the entrance area. They were significantly different from akt3-/- mice in the distance traveled, visits, number of rearings, rearing time in the light area, as well as time spent, distance traveled, number of rearings, and rearing time in the entrance area. In the O-maze the time spent, and the visits to open arms, as well as the number of protected and unprotected headdips were significantly less in akt...
{"title":"Subtle Impact of Akt1 and Akt3 on Exploratory Behavior in Gene Targeted Mice","authors":"C. Leibrock, Michael Hierlmeier, U. Lang, F. Lang","doi":"10.1027/2151-2604/A000218","DOIUrl":"https://doi.org/10.1027/2151-2604/A000218","url":null,"abstract":"Abstract. The present study explored the impact of Akt1 and Akt3 on behavior. Akt1 (akt1-/-) and Akt3 (akt3-/-) knockout mice were compared to wild type (wt) mice. The akt1-/- mice, akt3-/- mice, and wt mice were similar in most parameters of the open-field test. However, the distance traveled in the center area was slightly but significantly less in akt3-/- mice than in wt mice. In the light/dark transition test akt1-/- mice had significantly lower values than wt mice and akt3-/- mice for distance traveled, number of rearings, rearing time in the light area, as well as time spent and distance traveled in the entrance area. They were significantly different from akt3-/- mice in the distance traveled, visits, number of rearings, rearing time in the light area, as well as time spent, distance traveled, number of rearings, and rearing time in the entrance area. In the O-maze the time spent, and the visits to open arms, as well as the number of protected and unprotected headdips were significantly less in akt...","PeriodicalId":47289,"journal":{"name":"Zeitschrift Fur Psychologie-Journal of Psychology","volume":"34 Suppl 1 1","pages":"173-180"},"PeriodicalIF":1.8,"publicationDate":"2015-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83622319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-03-06DOI: 10.1027/2151-2604/A000195
M. Förster, O. Zlatkin‐Troitschanskaia, S. Brückner, R. Happ, R. Hambleton, W. Walstad, Tadayoshi Asano, Michio Yamaoka
Cross-national assessment of students’ competences in higher education is becoming increasingly important in many disciplines including economics but there are few available instruments that meet psychological standards for assessing students’ economic competence in higher education (HE). One of them is the internationally valid Test of Understanding in College Economics (TUCE), which has been adapted and employed successfully in HE systems in various countries, but the test results have seldom been used for international comparisons of students’ Economic Content Knowledge (ECK). Here, we compare the German and the Japanese test adaptations of the TUCE with reference to the American original in order to determine their suitability for comparative analyses of ECK in HE among these countries. Having critically examined the two test adaptations, we present a comparative analysis of students’ test scores in Germany and Japan and evaluate potential differences with regard to students’ acquisition of ECK while ...
{"title":"Validating test score interpretations by cross-national comparison: Comparing the results of students from Japan and Germany on an American test of economic knowledge in higher education.","authors":"M. Förster, O. Zlatkin‐Troitschanskaia, S. Brückner, R. Happ, R. Hambleton, W. Walstad, Tadayoshi Asano, Michio Yamaoka","doi":"10.1027/2151-2604/A000195","DOIUrl":"https://doi.org/10.1027/2151-2604/A000195","url":null,"abstract":"Cross-national assessment of students’ competences in higher education is becoming increasingly important in many disciplines including economics but there are few available instruments that meet psychological standards for assessing students’ economic competence in higher education (HE). One of them is the internationally valid Test of Understanding in College Economics (TUCE), which has been adapted and employed successfully in HE systems in various countries, but the test results have seldom been used for international comparisons of students’ Economic Content Knowledge (ECK). Here, we compare the German and the Japanese test adaptations of the TUCE with reference to the American original in order to determine their suitability for comparative analyses of ECK in HE among these countries. Having critically examined the two test adaptations, we present a comparative analysis of students’ test scores in Germany and Japan and evaluate potential differences with regard to students’ acquisition of ECK while ...","PeriodicalId":47289,"journal":{"name":"Zeitschrift Fur Psychologie-Journal of Psychology","volume":"19 3 1","pages":"14-23"},"PeriodicalIF":1.8,"publicationDate":"2015-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89062153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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