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Salivary alpha-amylase (sAA) influences the perception of taste and texture, features both relevant in acquiring food liking and, with time, food preference. However, no studies have yet investigated the relationship between basal activity levels of sAA and food preference. We collected saliva from 57 volunteers (63% women) who we assessed in terms of their preference for different food items. These items were grouped into four categories according to their nutritional properties: high in starch, high in sugar, high glycaemic index, and high glycaemic load. Anthropometric markers of cardiovascular risk were also calculated. Our findings suggest that sAA influences food
preference and body composition in women. Regression analysis showed that basal sAA activity is inversely associated with subjective but not self-reported behavioural preference for foods high in sugar. Additionally, sAA and subjective preference are associated with anthropometric markers of cardiovascular risk. We believe that this pilot study points to this enzyme as an interesting candidate to consider among the physiological factors that modulate eating behaviour.
Acute social and physical stress interact to influence social behavior: the role of social anxiety
(2018)
Stress is proven to have detrimental effects on physical and mental health. Due to different tasks and study designs, the direct consequences of acute stress have been found to be wide-reaching: while some studies report prosocial effects, others report increases in antisocial behavior, still others report no effect. To control for specific effects of different stressors and to consider the role of social anxiety in stress-related social behavior, we investigated the effects of social versus physical stress on behavior in male participants possessing different levels of social anxiety. In a randomized, controlled two by two design we investigated the impact of social and physical stress on behavior in healthy young men. We found significant influences on various subjective increases in stress by physical and social stress, but no interaction effect. Cortisol was significantly increased by physical stress, and the heart rate was modulated by physical and social stress as well as their combination. Social anxiety modulated the subjective stress response but not the cortisol or heart rate response. With respect to behavior, our results show that social and physical stress interacted to modulate trust, trustworthiness, and sharing. While social stress and physical stress alone reduced prosocial behavior, a combination of the two stressor modalities could restore prosociality. Social stress alone reduced nonsocial risk behavior regardless of physical stress. Social anxiety was associated with higher subjective stress responses and higher levels of trust. As a consequence, future studies will need to investigate further various stressors and clarify their effects on social behavior in health and social anxiety disorders.
There are large health, societal, and economic costs associated with attrition from psychological services. The recently emerged, innovative statistical tool of complex network analysis was used in the present proof-of-concept study to improve the prediction of attrition. Fifty-eight patients undergoing psychological treatment for mood or anxiety disorders were assessed using Ecological Momentary Assessments four times a day for two weeks before treatment (3,248 measurements). Multilevel vector autoregressive models were employed to compute dynamic symptom networks. Intake variables and network parameters (centrality measures) were used as predictors for dropout using machine-learning algorithms. Networks for patients differed significantly between completers and dropouts. Among intake variables, initial impairment and sex predicted dropout explaining 6% of the variance. The network analysis identified four additional predictors: Expected force of being excited, outstrength of experiencing social support, betweenness of feeling nervous, and instrength of being active. The final model with the two intake and four network variables explained 32% of variance in dropout and identified 47 out of 58 patients correctly. The findings indicate that patients" dynamic network structures may improve the prediction of dropout. When implemented in routine care, such prediction models could identify patients at risk for attrition and inform personalized treatment recommendations.
At any given moment, our senses are assaulted with a flood of information from the environment around us. We need to pick our way through all this information in order to be able to effectively respond to that what is relevant to us. In most cases we are usually able to select information relevant to our intentions from what is not relevant. However, what happens to the information that is not relevant to us? Is this irrelevant information completely ignored so that it does not affect our actions? The literature suggests that even though we mayrnignore an irrelevant stimulus, it may still interfere with our actions. One of the ways in which irrelevant stimuli can affect actions is by retrieving a response with which it was associated. An irrelevant stimulus that is presented in close temporal contiguity with a relevant stimulus can be associated with the response made to the relevant stimulus " an observation termed distractor-response binding (Rothermund, Wentura, & De Houwer, 2005). The studies presented in this work take a closer look at such distractor-response bindings, and therncircumstances in which they occur. Specifically, the study reported in chapter 6 examined whether only an exact repetition of the distractor can retrieve the response with which it was associated, or whether even similar distractors may cause retrieval. The results suggested that even repeating a similar distractor caused retrieval, albeit less than an exact repetition. In chapter 7, the existence of bindings between a distractor and a response were tested beyond arnperceptual level, to see whether they exist at an (abstract) conceptual level. Similar to perceptual repetition, distractor-based retrieval of the response was observed for the repetition of concepts. The study reported in chapter 8 of this work examined the influence of attention on the feature-response binding of irrelevant features. The results pointed towards a stronger binding effects when attention was directed towards the irrelevant feature compared to whenrnit was not. The study in chapter 9 presented here looked at the processes underlying distractor-based retrieval and distractor inhibition. The data suggest that motor processes underlie distractor-based retrieval and cognitive process underlie distractor inhibition. Finally, the findings of all four studies are also discussed in the context of learning.
The forward effect of testing refers to the finding that retrieval practice of previously studied information increases retention of subsequently studied other information. It has recently been hypothesized that the forward effect (partly) reflects the result of a reset-of-encoding (ROE) process. The proposal is that encoding efficacy decreases with an increase in study material, but testing of previously studied information resets the encoding process and makes the encoding of the subsequently studied information as effective as the encoding of the previously studied information. The goal of the present study was to verify the ROE hypothesis on an item level basis. An experiment is reported that examined the effects of testing in comparison to restudy on items’ serial position curves. Participants studied three lists of items in each condition. In the testing condition, participants were tested immediately on non-target lists 1 and 2, whereas in the restudy condition, they restudied lists 1 and 2. In both conditions, participants were tested immediately on target list 3. Influences of condition and items’ serial learning position on list 3 recall were analyzed. The results showed the forward effect of testing and furthermore that this effect varies with items’ serial list position. Early target list items at list primacy positions showed a larger enhancement effect than middle and late target list items at non-primacy positions. The results are consistent with the ROE hypothesis on an item level basis. The generalizability of the ROE hypothesis across different experimental tasks, like the list-method directed-forgetting task, is discussed.
Fostering positive and realistic self-concepts of individuals is a major goal in education worldwide (Trautwein & Möller, 2016). Individuals spend most of their childhood and adolescence in school. Thus, schools are important contexts for individuals to develop positive self-perceptions such as self-concepts. In order to enhance positive self-concepts in educational settings and in general, it is indispensable to have a comprehensive knowledge about the development and structure of self-concepts and their determinants. To date, extensive empirical and theoretical work on antecedents and change processes of self-concept has been conducted. However, several research gaps still exist, and several of these are the focus of the present dissertation. Specifically, these research gaps encompass (a) the development of multiple self-concepts from multiple perspectives regarding stability and change, (b) the direction of longitudinal interplay between self-concept facets over the entire time period from childhood to late adolescence, and (c) the evidence that a recently developed structural model of academic self-concept (nested Marsh/Shavelson model [Brunner et al., 2010]) fits the data in elementary school students, (d) the investigation of structural changes in academic self-concept profile formation within this model, (e) the investigation of dimensional comparison processes as determinants of academic self-concept profile formation in elementary school students within the internal/external frame of reference model (I/E model; Marsh, 1986), (f) the test of moderating variables for dimensional comparison processes in elementary school, (g) the test of the key assumptions of the I/E model that effects of dimensional comparisons depend to a large degree on the existence of achievement differences between subjects, and (h) the generalizability of the findings regarding the I/E model over different statistical analytic methods. Thus, the aim of the present dissertation is to contribute to close these gaps with three studies. Thereby, data from German students enrolled in elementary school to secondary school education were gathered in three projects comprising the developmental time span from childhood to adolescence (ages 6 to 20). Three vital self-concept areas in childhood and adolescence were in-vestigated: general self-concept (i.e., self-esteem), academic self-concepts (general, math, reading, writing, native language), and social self-concepts (of acceptance and assertion). In all studies, data were analyzed within a latent variable framework. Findings are discussed with respect to the research aims of acquiring more comprehensive knowledge on the structure and development of significant self-concept in childhood and adolescence and their determinants. In addition, theoretical and practical implications derived from the findings of the present studies are outlined. Strengths and limitations of the present dissertation are discussed. Finally, an outlook for future research on self-concepts is given.
Background and rationale: Changing working conditions demand adaptation, resulting in higher stress levels in employees. In consequence, decreased productivity, increasing rates of sick leave, and cases of early retirement result in higher direct, indirect, and intangible costs. Aims of the Research Project: The aim of the study was to test the usefulness of a novel translational diagnostic tool, Neuropattern, for early detection, prevention, and personalized treatment of stress-related disorders. The trial was designed as a pilot study with a wait list control group. Materials and Methods: In this study, 70 employees of the Forestry Department Rhineland-Palatinate, Germany, were enrolled. Subjects were block-randomized according to the functional group of their career field, and either underwent Neuropattern diagnostics immediately, or after a waiting period of three months. After the diagnostic assessment, their physicians received the Neuropattern Medical Report, including the diagnostic results and treatment recommendations. Participants were informed by the Neuropattern Patient Report, and were eligible to an individualized Neuropattern Online Counseling account. Results: The application of Neuropattern diagnostics significantly improved mental health and health-related behavior, reduced perceived stress, emotional exhaustion, overcommitment and possibly, presenteeism. Additionally, Neuropattern sensitively detected functional changes in stress physiology at an early stage, thus allowing timely personalized interventions to prevent and treat stress pathology. Conclusion: The present study encouraged the application of Neuropattern diagnostics to early intervention in non-clinical populations. However, further research is required to determine the best operating conditions.
Academic self-concept (ASC) is comprised of individual perceptions of one- own academic ability. In a cross-sectional quasi-representative sample of 3,779 German elementary school children in grades 1 to 4, we investigated (a) the structure of ASC, (b) ASC profile formation, an aspect of differentiation that is reflected in lower correlations between domain-specific ASCs with increasing grade level, (c) the impact of (internal) dimensional comparisons of one- own ability in different school subjects for profile formation of ASC, and (d) the role played by differences in school grades between subjects for these dimensional comparisons. The nested Marsh/Shavelson model, with general ASC at the apex and math, writing, and reading ASC as specific factors nested under general ASC fitted the data at all grade levels. A first-order factor model with math, writing, reading, and general ASCs as correlated factors provided a good fit, too. ASC profile formation became apparent during the first two to three years of school. Dimensional comparisons across subjects contributed to ASC profile formation. School grades enhanced these comparisons, especially when achievement profiles were uneven. In part, findings depended on the assumed structural model of ASCs. Implications for further research are discussed with special regard to factors influencing and moderating dimensional comparisons.
Background: We evaluated depression and social isolation assessed at time of waitlisting as predictors of survival in heart transplant (HTx) recipients. Methods and Results: Between 2005 and 2006, 318 adult HTx candidates were enrolled in the Waiting for a New Heart Study, and 164 received transplantation. Patients were followed until February 2013. Psychosocial characteristics were assessed by questionnaires. Eurotransplant provided medical data at waitlisting, transplantation dates, and donor characteristics; hospitals reported medical data at HTx and date of death after HTx. During a median followâ€up of 70 months (<1"93 months postâ€HTx), 56 (38%) of 148 transplanted patients with complete data died. Depression scores were unrelated to social isolation, and neither correlated with disease severity. Higher depression scores increased the risk of dying (hazard ratio=1.07, 95% confidence interval, 1.01, 1.15, P=0.032), which was moderated by social isolation scores (significant interaction term; hazard ratio = 0.985, 95% confidence interval, 0.973, 0.998; P=0.022). These findings were maintained in multivariate models controlling for covariates (P values 0.020"0.039). Actuarial 1â€year/5â€year survival was best for patients with low depression who were not socially isolated at waitlisting (86% after 1 year, 79% after 5 years). Survival of those who were either depressed, or socially isolated or both, was lower, especially 5 years posttransplant (56%, 60%, and 62%, respectively). Conclusions: Low depression in conjunction with social integration at time of waitlisting is related to enhanced chances for survival after HTx. Both factors should be considered for inclusion in standardized assessments and interventions for HTx candidates. We evaluated depression and social isolation assessed at time of waitlisting as predictors of survival in heart transplant (HTx) recipients.\r\n\r\nMethods and Results: Between 2005 and 2006, 318 adult HTx candidates were enrolled in the Waiting for a New Heart Study, and 164 received transplantation. Patients were followed until February 2013. Psychosocial characteristics were assessed by questionnaires. Eurotransplant provided medical data at waitlisting, transplantation dates, and donor characteristics; hospitals reported medical data at HTx and date of death after HTx. During a median followâ€up of 70 months (<1"93 months postâ€HTx), 56 (38%) of 148 transplanted patients with complete data died. Depression scores were unrelated to social isolation, and neither correlated with disease severity. Higher depression scores increased the risk of dying (hazard ratio=1.07, 95% confidence interval, 1.01, 1.15, P=0.032), which was moderated by social isolation scores (significant interaction term; hazard ratio = 0.985, 95% confidence interval, 0.973, 0.998; P=0.022). These findings were maintained in multivariate models controlling for covariates (P values 0.020"0.039). Actuarial 1â€year/5â€year survival was best for patients with low depression who were not socially isolated at waitlisting (86% after 1 year, 79% after 5 years). Survival of those who were either depressed, or socially isolated or both, was lower, especially 5 years posttransplant (56%, 60%, and 62%, respectively).
Numerous RCTs demonstrate that cognitive behavioral therapy (CBT) for depression is effective. However, these findings are not necessarily representative of CBT under routine care conditions. Routine care studies are not usually subjected to comparable standardizations, e.g. often therapists may not follow treatment manuals and patients are less homogeneous with regard to their diagnoses and sociodemographic variables. Results on the transferability of findings from clinical trials to routine care are sparse and point in different directions. As RCT samples are selective due to a stringent application of inclusion/exclusion criteria, comparisons between routine care and clinical trials must be based on a consistent analytic strategy. The present work demonstrates the merits of propensity score matching (PSM), which offers solutions to reduce bias by balancing two samples based on a range of pretreatment differences. The objective of this dissertation is the investigation of the transferability of findings from RCTs to routine care settings.
Dysfunctional eating behavior is a major risk factor for developing all sorts of eating disorders. Food craving is a concept that may help to understand better why and how these and other eating disorders become chronic conditions through non homeastatically-driven mechanisms. As obesity affects people worldwide, cultural differences must be acknowledged to apply proper therapeutic strategies. In this work, we adapted the Food Craving Inventory (FCI) to the German population. We performed a factor analysis of an adaptation of the original FCI in a sample of 326 men and women. We could replicate the factor structure of the FCI on a German population.rnThe factor extraction procedure produced a factor solution that reproduces the fourfactors described in the original inventory, the FCI. Our instrument presents high internal consistency, as well as a significant correlation with measures of convergent and discriminant validity. The FCI-Deutsch (FCI-DE) is a valid instrument to assess craving for particular foods in Germany, and it could, therefore, prove useful in the clinical and research practice in the field of obesity and eating behaviors.
Interaction between the Hypothalamic-Pituitary-Adrenal Axis and the Circadian Clock System in Humans
(2017)
Rotation of the Earth creates day and night cycles of 24 h. The endogenous circadian clocks sense these light/dark rhythms and the master pacemaker situated in the suprachiasmatic nucleus of the hypothalamus entrains the physical activities according to this information. The circadian machinery is built from the transcriptional/translational feedback loops generating the oscillations in all nucleated cells of the body. In addition, unexpected environmental changes, called stressors, also challenge living systems. A response to these stimuli is provided immediately via the autonomic-nervous system and slowly via the hypothalamus"pituitary"adrenal (HPA) axis. When the HPA axis is activated, circulating glucocorticoids are elevated and regulate organ activities in order to maintain survival of the organism. Both the clock and the stress systems are essential for continuity and interact with each other to keep internal homeostasis. The physiological interactions between the HPA axis and the circadian clock system are mainly addressed in animal studies, which focus on the effects of stress and circadian disturbances on cardiovascular, psychiatric and metabolic disorders. Although these studies give opportunity to test in whole body, apply unwelcome techniques, control and manipulate the parameters at the high level, generalization of the results to humans is still a debate. On the other hand, studies established with cell lines cannot really reflect the conditions occurring in a living organism. Thus, human studies are absolutely necessary to investigate mechanisms involved in stress and circadian responses. The studies presented in this thesis were intended to determine the effects of cortisol as an end-product of the HPA axis on PERIOD (PER1, PER2 and PER3) transcripts as circadian clock genes in healthy humans. The expression levels of PERIOD genes were measured under baseline conditions and after stress in whole blood. The results demonstrated here have given better understanding of transcriptional programming regulated by pulsatile cortisol at standard conditions and short-term effects of cortisol increase on circadian clocks after acute stress. These findings also draw attention to inter-individual variations in stress response as well as non-circadian functions of PERIOD genes in the periphery, which need to be examined in details in the future.
Long-Term Memory Updating: The Reset-of-Encoding Hypothesis in List-Method Directed Forgetting
(2017)
People- memory for new information can be enhanced by cuing them to forget older information, as is shown in list-method directed forgetting (LMDF). In this task, people are cued to forget a previously studied list of items (list 1) and to learn a new list of items (list 2) instead. Such cuing typically enhances memory for the list 2 items and reduces memory for the list 1 items, which reflects effective long-term memory updating. This review focuses on the reset-of-encoding (ROE) hypothesis as a theoretical explanation of the list 2 enhancement effect in LMDF. The ROE hypothesis is based on the finding that encoding efficacy typically decreases with number of encoded items and assumes that providing a forget cue after study of some items (e.g., list 1) resets the encoding process and makes encoding of subsequent items (e.g., early list 2 items) as effective as encoding of previously studied (e.g., early list 1) items. The review provides an overview of current evidence for the ROE hypothesis. The evidence arose from recent behavioral, neuroscientific, and modeling studies that examined LMDF on both an item and a list level basis. The findings support the view that ROE plays a critical role for the list 2 enhancement effect in LMDF. Alternative explanations of the effect and the generalizability of ROE to other experimental tasks are discussed.
Background: Psychotherapy is successful for the majority of patients , but not for every patient. Hence, further knowledge is needed on how treatments should be adapted for those who do not profit or deteriorate. In the last years prediction tools as well as feedback interventions were part of a trend to more personalized approaches in psychotherapy. Research on psychometric prediction and feedback into ongoing treatment has the potential to enhance treatment outcomes, especially for patients with an increased risk of treatment failure or drop-out.rnMethods/design: The research project investigates in a randomized controlled trial the effectiveness as well as moderating and mediating factors of psychometric feedback to therapists. In the intended study a total of 423 patients, who applied for a cognitive-behavioral therapy at the psychotherapy clinic of the University Trier and suffer from a depressive and/or an anxietyrndisorder (SCID interviews), will be included. The patients will be randomly assigned either to one therapist as well as to one of two intervention groups (CG, IG2). An additional intervention group (IG1) will be generated from an existing archival data set via propensity score matching. Patients of the control group (CG; n = 85) will be monitored concerning psychological impairment but therapists will not be provided with any feedback about the patients assessments. In both intervention groups (IG1: n = 169; IG2: n = 169) the therapists are provided with feedback about the patients self-evaluation in a computerized feedback portal. Therapists of the IG2 will additionally be provided with clinical support tools, which will be developed in thisrnproject, on the basis of existing systems. Therapists will also be provided with a personalized treatment recommendation based on similar patients (Nearest Neighbors) at the beginning of treatment. Besides the general effectiveness of feedback and the clinical support tools for negatively developing patients, further mediating and moderating variables on this feedback effectrnshould be examined: treatment length, frequency of feedback use, therapist effects, therapist- experience, attitude towards feedback as well as congruence of therapist-andpatient- evaluation concerning the progress. Additional procedures will be implemented to assess treatment adherence as well as the reliability of diagnosis and to include it into the analyses.rnDiscussion: The current trial tests a comprehensive feedback system which combines precision mental health predictions with routine outcome monitoring and feedback tools in routine outpatient psychotherapy. It also adds to previous feedback research a stricter design by investigating another repeated measurement CG as well as a stricter control of treatment integrity. It also includes a structured clinical interview (SCID) and controls for comorbidity (within depression and anxiety). This study also investigates moderators (attitudes towards, use of the feedback system, diagnoses) and mediators (therapists" awareness of negative change and treatment length) in one study.
The search for relevant determinants of knowledge acquisition has a long tradition in educational research, with systematic analyses having started over a century ago. To date, a variety of relevant environmental and learner-related characteristics have been identified, providing a wide body of empirical evidence. However, there are still some gaps in the literature, which are highlighted in the current dissertation. The dissertation includes two meta-analyses summarizing the evidence on the effectiveness of electrical brain stimulation and the effects of prior knowledge on later learning outcomes and one empirical study employing latent profile transition analysis to investigate the changes in conceptual knowledge over time. The results from the three studies demonstrate how learning outcomes can be advanced by input from the environment and that they are highly related to the students" level of prior knowledge. It is concluded that the effects of environmental and learner-related variables impact both the biological and cognitive processes underlying knowledge acquisition. Based on the findings from the three studies, methodological and practical implications are provided, followed by an outline of four recommendations for future research on knowledge acquisition.
The Firepower of Work Craving: When Self-Control Is Burning under the Rubble of Self-Regulation
(2017)
Work craving theory addresses how work-addicted individuals direct great emotion-regulatory efforts to weave their addictive web of working. They crave work for two main emotional incentives: to overcompensate low self-worth and to escape (i.e., reduce) negative affect, which is strategically achieved through neurotic perfectionism and compulsive working. Work-addicted individuals" strong persistence and self-discipline with respect to work-related activities suggest strong skills in volitional action control. However, their inability to disconnect from work implies low volitional skills. How can work-addicted individuals have poor and strong volitional skills at the same time? To answer this paradox, we elaborated on the relevance of two different volitional modes in work craving: self-regulation (self-maintenance) and self-control (goal maintenance). Four hypotheses were derived from Wojdylo- work craving theory and Kuhl- self-regulation theory: (H1) Work craving is associated with a combination of low self-regulation and high self-control. (H2) Work craving is associated with symptoms of psychological distress. (H3) Low self-regulation is associated with psychological distress symptoms. (H4) Work craving mediates the relationships between self-regulation deficits and psychological distress symptoms at high levels of self-control. Additionally, we aimed at supporting the discriminant validity of work craving with respect to work engagement by showing their different volitional underpinnings. Results of the two studies confirmed our hypotheses: whereas work craving was predicted by high self-control and low self-regulation and associated with higher psychological distress, work engagement was predicted by high self-regulation and high self-control and associated with lower symptoms of psychological distress. Furthermore, work styles mediated the relationship between volitional skills and symptoms of psychological distress. Based on these new insights, several suggestions for prevention and therapeutic interventions for work-addicted individuals are proposed.
Educational researchers have intensively investigated students" academic self-concept (ASC) and self-efficacy (SE). Both constructs are part of the competence-related self-perceptions of students and are considered to support students" academic success and their career development in a positive manner (e.g., Abele-Brehm & Stief, 2004; Richardson, Abraham, & Bond, 2012; Schneider & Preckel, 2017). However, there is a lack of basic research on ASC and SE in higher education in general, and in undergraduate psychology courses in particular. Therefore, according to the within-network and between-network approaches of construct validation (Byrne, 1984), the present dissertation comprises three empirical studies examining the structure (research question 1), measurement (research question 2), correlates (research question 3), and differentiation (research question 4) of ASC and SE in a total sample of N = 1243 psychology students. Concerning research question 1, results of confirmatory factor analysis (CFAs) implied that students" ASC and SE are domain-specific in the sense of multidimensionality, but they are also hierarchically structured, with a general factor at the apex according to the nested Marsh/Shavelson model (NMS model, Brunner et al., 2010). Additionally, psychology students" SE to master specific psychological tasks in different areas of psychological application could be described by a 2-dimensional model with six factors according to the Multitrait-Multimethod (MTMM)-approach (Campbell & Fiske, 1959). With regard to research question 2, results revealed that the internal structure of ASC and SE could be validly assessed. However, the assessment of psychology students" SE should follow a task-specific measurement strategy. Results of research question 3 further showed that both constructs of psychology students" competence-related self-perceptions were positively correlated to achievement in undergraduate psychology courses if predictor (ASC, SE) corresponded to measurement specificity of the criterion (achievement). Overall, ASC provided substantially stronger relations to achievement compared to SE. Moreover, there was evidence for negative paths (contrast effects) from achievement in one psychological domain on ASC of another psychological domain as postulated by the internal/external frame of reference (I/E) model (Marsh, 1986). Finally, building on research questions 1 to 3 (structure, measurement, and correlates of ASC and SE), psychology students" ASC and SE were be differentiated on an empirical level (research question 4). Implications for future research practices are discussed. Furthermore, practical implications for enhancing ASC and SE in higher education are proposed to support academic achievement and the career development of psychology students.
The efficacy and effectiveness of psychotherapeutic interventions have been proven time and again. We therefore know that, in general, evidence-based treatments work for the average patient. However, it has also repeatedly been shown that some patients do not profit from or even deteriorate during treatment. Patient-focused psychotherapy research takes these differences between patients into account by focusing on the individual patient. The aim of this research approach is to analyze individual treatment courses in order to evaluate when and under which circumstances a generally effective treatment works for an individual patient. The goal is to identify evidence based clinical decision rules for the adaptation of treatment to prevent treatment failure. Patient-focused research has illustrated how different intake indicators and early change patterns predict the individual course of treatment, but they leave a lot of variance unexplained. The thesis at hand analyzed whether Ecological Momentary Assessment (EMA) strategies could be integrated into patient-focused psychotherapy research in order to improve treatment response prediction models. EMA is an electronically supported diary approach, in which multiple real-time assessments are conducted in participants" everyday lives. We applied EMA over a two-week period before treatment onset in a mixed sample of patients seeking outpatient treatment. The four daily measurements in the patients" everyday environment focused on assessing momentary affect and levels of rumination, perceived self-efficacy, social support and positive or negative life events since the previous assessment. The aim of this thesis project was threefold: First, to test the feasibility of EMA in a routine care outpatient setting. Second, to analyze the interrelation of different psychological processes within patients" everyday lives. Third and last, to test whether individual indicators of psychological processes during everyday life, which were assessed before treatment onset, could be used to improve prediction models of early treatment response. Results from Study I indicate good feasibility of EMA application during the waiting period for outpatient treatment. High average compliance rates over the entire assessment period and low average burdens perceived by the patients support good applicability. Technical challenges and the results of in-depth missing analyses are reported to guide future EMA applications in outpatient settings. Results from Study II shed further light on the rumination-affect link. We replicated results from earlier studies, which identified a negative association between state rumination and affect on a within-person level and additionally showed a) that this finding holds for the majority but not every individual in a diverse patient sample with mixed Axis-I disorders, b) that rumination is linked to negative but also to positive affect and c) that dispositional rumination significantly affects the state rumination-affect association. The results provide exploratory evidence that rumination might be considered a transdiagnostic mechanism of psychological functioning and well-being. Results from Study III finally suggest that the integration of indicators derived from EMA applications before treatment onset can improve prediction models of early treatment response. Positive-negative affect ratios as well as fluctuations in negative affect measured during patients" daily lives allow the prediction of early treatment response. Our results indicate that the combination of commonly applied intake predictors and EMA indicators of individual patients" daily experiences can improve treatment response predictions models. We therefore conclude that EMA can successfully be integrated into patient-focused research approaches in routine care settings to ameliorate or optimize individual care.
Educational assessment tends to rely on more or less standardized tests, teacher judgments, and observations. Although teachers spend approximately half of their professional conduct in assessment-related activities, most of them enter their professional life unprepared, as classroom assessment is often not part of their educational training. Since teacher judgments matter for the educational development of students, the judgments should be up to a high standard. The present dissertation comprises three studies focusing on accuracy of teacher judgments (Study 1), consequences of (mis-)judgment regarding teacher nomination for gifted programming (Study 2) and teacher recommendations for secondary school tracks (Study 3), and individual student characteristics that impact and potentially bias teacher judgment (Studies 1 through 3). All studies were designed to contribute to a further understanding of classroom assessment skills of teachers. Overall, the results implied that, teacher judgment of cognitive ability was an important constant for teacher nominations and recommendations but lacked accuracy. Furthermore, teacher judgments of various traits and school achievement were substantially related to social background variables, especially the parents" educational background. However, multivariate analysis showed social background variables to impact nomination and recommendation only marginally if at all. All results indicated differentiated but potentially biased teacher judgments to impact their far-reaching referral decisions directly, while the influence of social background on the referral decisions itself seems mediated. Implications regarding further research practices and educational assessment strategies are discussed. The implications on the needs of teachers to be educated on judgment and educational assessment are of particular interest and importance.
Cognitive performance is contingent upon multiple factors. Beyond the impact of en-vironmental circumstances, the bodily state may hinder or promote cognitive processing. Af-ferent transmission from the viscera, for instance, is crucial not only for the genesis of affect and emotion, but further exerts significant influences on memory and attention. In particular, afferent cardiovascular feedback from baroreceptors demonstrated subcortical and cortical inhibition. Consequences for human cognition and behavior are the impairment of simple perception and sensorimotor functioning. Four studies are presented that investigate the mod-ulatory impact of baro-afferent feedback on selective attention. The first study demonstrates that the modulation of sensory processing by baroreceptor activity applies to the processing of complex stimulus configurations. By the use of a visual masking task in which a target had to be selected against a visual mask, perceptual interference was reduced when target and mask were presented during the ventricular systole compared to the diastole. In study two, selection efficiency was systematically manipulated in a visual selection task in which a target letter was flanked by distracting stimuli. By comparing participants" performance under homogene-ous and heterogeneous stimulus conditions, selection efficiency was assessed as a function of the cardiac cycle phase in which the targets and distractors were presented. The susceptibility of selection performance to the stimulus condition at hand was less pronounced during the ventricular systole compared to the diastole. Study one and two therefore indicate that inter-ference from irrelevant sensory input, resulting from temporally overlapping processing traces or from the simultaneous presentation of distractor stimuli, is reduced during phases of in-creased baro-afferent feedback. Study three experimentally manipulated baroreceptor activity by systematically varying the participant- body position while a sequential distractor priming task was completed. In this study, negative priming and distractor-response binding effects were obtained as indices of controlled and automatic distractor processing, respectively. It was found that only controlled distractor processing was affected by tonic increases in baro-receptor activity. In line with study one and two these results indicate that controlled selection processes are more efficient during enhanced baro-afferent feedback, observable in dimin-ished aftereffects of controlled distractor processing. Due to previous findings that indicated baro-afferent transmission to affect central, rather than response-related processing stages, study four measured lateralized-readiness potentials (LRPs) and reaction times (RTs), while participants, again, had to selectively respond to target stimuli that were surrounded by dis-tractors. The impact of distractor inhibition on stimulus-related, but not on response-related LRPs suggests that in a sequential distractor priming task, the sensory representations of dis-tractors, rather than motor responses are targeted by inhibition. Together with the results from studies one through three and the finding of baroreceptor-mediated behavioral inhibition tar-geting central processing stages, study four corroborates the presumption of baro-afferent signal transmission to modulate controlled processes involved in selective attention. In sum, the work presented shows that visual selective attention benefits from in-creased baro-afferent feedback as its effects are not confined to simple perception, but may facilitate the active suppression of neural activity related to sensory input from distractors. Hence, due to noise reduction, baroreceptor-mediated inhibition may promote effective selec-tion in vision.