Journal of open psychology data最新文献

Misophonia is a disorder of decreased tolerance to certain "trigger" sounds (e.g., chewing, tapping, clicking). While misophonia research is scant in general, studies presenting sounds are especially rare and methodologically variable, likely due to the labor and time required to create stimuli. Thus, we introduce FOAMS: Free Open-Access Misophonia Stimuli, a sound bank publicly available on Zenodo, accompanied by pilot discomfort ratings for 32 of these sounds (4 exemplars of 8 classes). The FOAMS database aims to decrease the burden on researchers, facilitating reproducibility and the pursuit of nuanced research questions to better understand this perplexing disorder.

We created a dataset of 205 English novel noun-noun compounds (NNCs, e.g., "doctor charity") by combining nouns with higher and lower agentivity (i.e., the probability of being an agent in a sentence). We collected active and passive interpretations of NNCs from a group of 58 English native speakers. We then measured interpretation time differences between NNCs with active and passive interpretations (i.e., 108 NNCs), using data obtained from a group of 68 English native speakers. Data were collected online using crowdsourcing platforms (SONA and Prolific). The datasets are available at osf.io/gvc2w/ and can be used to address questions about semantic and syntactic composition.

The Newborn Cohort of the German National Educational Panel Study provides longitudinal data for about 3,500 newborns and their families. Starting in 2012, nine annual waves have been published until 2022. The data sets include information on domain-specific and general competencies from standardized tasks/tests with children, observational data on semi-standardized parent-child-interaction, as well as data from parent's and educational institution's interviews/questionnaires. The data is accessible via the Research Data Center of the LIfBi and comprehensively documented (English, German) to be used, e.g., in research on child development, educational trajectories, as well as on facets of longitudinally assessed learning environments.

The here presented data were collected to explore the relationship between people's attitudes toward COVID-19 measures and policy strictness. We conducted online surveys in July 2020 and May 2021 with 131 respectively 130 participants from Switzerland and Germany. Participants responded on visual analogue scales to 33 respectively 25 questions. Further data on participants' information sources, health status, and demographics were collected. The data contribute to understanding psychological and behavioural reactions to COVID-19 policies and may help to further examine the pandemic policy management. The dataset, coding, and variables can be found online on PsychArchives (https://doi.org/10.23668/psycharchives.12899). The study was preregistered on OSF (https://osf.io/uw8mh/).

In April 2020, only a few weeks after the COVID-19 pandemic had erupted, we conducted an online survey and collected data from 2031 individuals in four European countries (Germany, the Netherlands, Spain and the United Kingdom) using a cross-sectional design. Participants recruited on Cint completed new and pre-existing measures of socio-political and populist attitudes perceived threats, appraisals (anger at the government, anger at transgressors of hygiene measures, anxiety about coronavirus via the appraisals of health-related threats), conspiracy mentality, moral reasoning, threat estimation (coronavirus, climate, symbolic material/safety), news consumption, support for and compliance with governmental hygiene measures, subjective social status and demographics. The dataset is stored on figshare repository. It can be used to study social-psychological, emotional, socio-political and socio-economic factors of the COVID-19 pandemic.

The study "LEO 2018 - Living with Low Literacy" examines the reading and writing skills of adults aged between 18 and 64 years in Germany. It includes a literacy assessment and an extensive background questionnaire containing sociodemographic variables as well as information on literacy-related everyday practices and domain-specific basic skills (digital, financial, health-related, policy-related). The data was collected in 2018 as part of a household survey (N = 7,192). The dataset is available for secondary use at the repository of GESIS Leibniz Institute for the Social Sciences as a Public Use File and as a Scientific Use File. The dataset offers a reuse potential for different research fields like financial literacy, health literacy, political literacy, digital literacy and with three variables about vulnerability even for psychological research questions.

The Program for International Student Assessment Young Adult Follow-up Study (PISA YAFS) was conducted in the United States in 2016 with young adults (age 19) who participated in PISA 2012 when they were in high school (age 15). PISA YAFS was designed to measure the relationship between performance on PISA 2012 and subsequent outcomes (education, employment, etc.) as well as skills. These skills were assessed in an online assessment of literacy, numeracy, and problem-solving skills called Education and Skills Online (ESO). ESO was developed to provide individual-level results linked to the Program for International Assessment of Adult Competencies (PIAAC).

This paper describes the design, survey instruments, data, and their potential for use of a longitudinal study of (prospective) teachers in Germany that follows their professional and competence development from teacher education into the first years in the teaching profession. The Panel of Teacher Education Students (Lehramtsstudierenden-Panel (LAP)) is linked to the Starting Cohort 5 of the National Educational Panel Study (NEPS), which initially included about 18,000 first-year students in the winter term 2010/2011 and an oversampling of teacher education students (about 5,500 students). From 2014 onwards, multiple survey instruments-for example, aspects of preparatory service and of professional competence, instructional practices, and professional development- were specifically addressed to (prospective) teachers. The data was collected in 19 waves between 2010 and 2022.

To examine psychological responses to the COVID-19 pandemic, we conducted two large experience sampling (ESM) studies (Study 1: N _{ESM participants} = 327 and N _{ESM reports} = 29,512, Study 2: N _{ESM participants} = 2,272 and N _{ESM reports} = 64,810). Each study subsumed two 14-day ESM waves that took place before and during (Study 1) or during and after (Study 2) the first nationwide COVID-19 lockdown in Germany. We describe the assessed variables on the trait (e.g., personality) and state (e.g., momentary emotions) level. All data sets and codebooks are shared on osf.io/6kzx3/. The EMOTIONS data are open to collaboration and inclusion in reviews/meta-analyses.