Benefits of a hungry mind: When hungry, exposure to food facilitates proactive interference resolution.

Hunger is an everyday motivational state, which biases cognition to detect food. Although evidence exists on how hunger affects basic attentional and mnemonic processes, less is known about how motivational drive for food modulates higher cognition. We aimed to investigate the effects of food deprivation on proactive interference resolution, in the presence and absence of food. Normal-weight participants performed a recency probes paradigm providing an experimental block with food and object stimuli as well as a control block with object stimuli only, in a fasted and a sated state. Results showed that the interaction of shifts in nutritional state with the perception of food cues evoked an altered resolution of proactive interference. Satiety led to impaired performance, whereas a hungry state resulted in strengthened resistance to proactive interference and lying in between, the control block presenting neutral objects remained unaffected by nutritional state manipulation. Additionally, a further increase in proactive interference resolution occurred when the conflicting probe depicted food compared to non-food objects. We conclude that when exposed to food, hunger initiates biased competition of active memory representations in favor of prioritized source information at cost of familiar, but irrelevant information. The implications of these findings are discussed in terms of an arousal-biased competition in working memory.

Introverted and yet effective? A faceted approach to the relationship between leadership and extraversion.

Introduction: Extraversion and its facets of assertiveness and sociability were identified as stable predictors for leader emergence and effectiveness. However, recent research suggested that extraversion may lie in the eyes of the beholder; it might not be the leader's possession but their followers' attribution of the trait that shapes these criteria of leader success. Methods: In our study, we reverse-engineered this relationship and assessed the effects of effective leadership behaviors on personality perceptions. More specifically, we created scenarios of a leader responding to coordination challenges with passive-avoidant, transactional, or transformational leadership behaviors. We presented 204 participants with these scenarios and assessed how extraverted, assertive, and sociable they perceived the leader to be. Results: Interestingly, and not fully meeting our expectations, ascriptions of extraversion and its facets of assertiveness and sociability did not directly relate to the effectiveness of the behaviors, as the moderately effective transactional leadership style garnered the highest ascriptions of extraversion and its facets. Further, ascriptions of extraversion to the transformational behavior of intellectual stimulation were remarkably low, matched only by the laissez-faire dimension of the passive-avoidant leadership style. Discussion: We integrate and contrast these unexpected but explainable findings with current research, discuss potential associations between introversion and empowering leadership practices and provide suggestions for future discourse, illustrating the potential of investigating the presence of an introverted leadership advantage in the workplace of tomorrow.

Validation of a German version of the Sport Motivation Scale (SMS28) and motivation analysis in competitive mountain runners.

This study validated a German version of the Sport Motivation Scale (SMS28) and investigated the sex-specific and age-related differences in motivation of competitive mountain runners. Translation and cross-cultural adaptation of the SMS28 was based on translation and back-translation methodology. Acceptable validity of the German version of the SMS28 was indicated by the high correlations (.81 to .98) of scores on the seven subscales for the English and German versions completed by 15 subjects. Motivation analysis was performed with 127 competitive male and female mountain runners. The seven subscales of the German version showed good internal consistency (Cronbach's coefficient alphas .70 to .85). Findings on motivation of competitive mountain runners were a decline across age groups of Intrinsic motivation toward accomplishment for both sexes and an age-related decline of External regulation only for females. These motivational changes might well be associated with the observed diminishing numbers of older participants in mountain running competitions.

Eye movements during mental rotation of nonmirrored and mirrored three-dimensional abstract objects.

Eye movements were recorded while participants (N = 56) rotated mirrored and nonmirrored abstract, three-dimensional object pairs into different orientations to assess whether there were oculomotoric differences in fixation switches between mirrored and nonmirrored objects and how an object's plane and depth angle affected visual processing. Compared to other studies, especially depth rotation tasks were responsible for a difference in the sum of fixation switches. This difference seemed to be caused by an increase in incongruent fixation switches, while congruent ones remained stable. Theoretical and practical implications of findings are discussed.

Investigating word class effects in first and second languages.

According to Zyzik in 2009, only a few recent studies have investigated similarities in use of words in comprehension of first languages (L1) and second languages (L2). Furtner, Rauthmann, and Sachse showed a rank order of word classes by frequency of eye-gaze regression when reading other difficult words: nouns, adjectives, closed-class words, verbs. The hypothesis was that a L1-L2 word-class similarity effect between German (L1) and English (L2) would occur, and this was tested with jumbled word reading of English text (wherein letters within words Shave been jumbled) and eye-tracking by 141 participants. Analyses of regressive fixations from one word class to others showed that nouns were regressed most often and there was a rank order of importance among the word classes apparently used to enhance comprehension of other difficult words (nouns, adjectives, verbs, dosed-class words). Thus, previous findings for L1 were largely replicated. Findings are discussed regarding language acquisition.

Relations between self-leadership and scores on the Big Five.

The recent construct of Self-leadership, which includes cognitive and behavioral strategies of managing oneself, has yet to be examined for associations with central personality dimensions such as the Big Five and their higher-order factors (Alpha, Beta). It was hypothesized that Self-leadership and its subfacets would be significantly correlated with all Big Five traits except Agreeableness, albeit higher with Extraversion and Openness to Experiences as it should pertain more strongly to agentic than communal traits. Analyses in university students (N=168) indicated that Self-leadership and its facets were more strongly related to Beta (Agency) than Alpha (Communion), and, although there were mostly positive correlations, Self-leadership should be distinguished from the Big Five traits. Findings are discussed regarding Self-leadership's associations with the Big Five traits and higher-order factors.

A Randomized Controlled Pilot Intervention Study of a Mindfulness-Based Self-Leadership Training (MBSLT) on Stress and Performance.

The present randomized pilot intervention study examines the effects of a mindfulness-based self-leadership training (MBSLT) specifically developed for academic achievement situations. Both mindfulness and self-leadership have a strong self-regulatory focus and are helpful in terms of stress resilience and performance enhancements. Based on several theoretical points of contact and a specific interplay between mindfulness and self-leadership, the authors developed an innovative intervention program that improves mood as well as performance in a real academic setting. The intervention was conducted as a randomized controlled study over 10 weeks. The purpose was to analyze the effects on perceived stress, test anxiety, academic self-efficacy, and the performance of students by comparing an intervention and control group (n = 109). Findings demonstrated significant effects on mindfulness, self-leadership, academic self-efficacy, and academic performance improvements in the intervention group. Results showed that the intervention group reached significantly better grade point averages than the control group. Moreover, the MBSLT over time led to a reduction of test anxiety in the intervention group compared to the control group. Furthermore, while participants of the control group showed an increase in stress over time, participants of the intervention group maintained constant stress levels over time. The combination of mindfulness and self-leadership addressed both positive effects on moods and on objective academic performance. The effects demonstrate the great potential of combining mindfulness with self-leadership to develop a healthy self-regulatory way of attaining achievement-related goals and succeeding in high-stress academic environments.

"The world is upside down" - The Innsbruck Goggle Experiments of Theodor Erismann (1883-1961) and Ivo Kohler (1915-1985).

The "Innsbruck Goggle Experiments" on long-term wearing of reversing mirrors, prismatic and half prismatic goggles, and colored half goggles represent a milestone in research on adaptation (adapting to the introduced "disturbance") and after-effects (after removal of the "disturbance"). By means of these goggles it is, for example, possible to invert or distort the visual field (such as flipping top and bottom or left and right), as well as to observe how individuals learn to change the image back to vertical or recognize left and right. The Innsbruck Experiments gave decisive momentum to further international research on the ontogenetic development of perception, special perception, color perception, perceptual constancy, sensorimotor coordination, as well as to the development of theories. In the current paper, aside from presenting the history and results of selected studies, we will give an introduction to the life and work of the protagonists of these studies in Innsbruck, namely Theodor Erismann (1883-1961) and Ivo Kohler (1915-1985). Furthermore, we will propose ideas for future research on cognition and neuroscience.

Lost in Time and Space: States of High Arousal Disrupt Implicit Acquisition of Spatial and Sequential Context Information.

Biased cognition during high arousal states is a relevant phenomenon in a variety of topics: from the development of post-traumatic stress disorders or stress-triggered addictive behaviors to forensic considerations regarding crimes of passion. Recent evidence indicates that arousal modulates the engagement of a hippocampus-based "cognitive" system in favor of a striatum-based "habit" system in learning and memory, promoting a switch from flexible, contextualized to more rigid, reflexive responses. Existing findings appear inconsistent, therefore it is unclear whether and which type of context processing is disrupted by enhanced arousal. In this behavioral study, we investigated such arousal-triggered cognitive-state shifts in human subjects. We validated an arousal induction procedure (three experimental conditions: violent scene, erotic scene, neutral control scene) using pupillometry (Preliminary Experiment, n = 13) and randomly administered this method to healthy young adults to examine whether high arousal states affect performance in two core domains of contextual processing, the acquisition of spatial (spatial discrimination paradigm; Experiment 1, n = 66) and sequence information (learned irrelevance paradigm; Experiment 2, n = 84). In both paradigms, spatial location and sequences were encoded incidentally and both displacements when retrieving spatial position as well as the predictability of the target by a cue in sequence learning changed stepwise. Results showed that both implicit spatial and sequence learning were disrupted during high arousal states, regardless of valence. Compared to the control group, participants in the arousal conditions showed impaired discrimination of spatial positions and abolished learning of associative sequences. Furthermore, Bayesian analyses revealed evidence against the null models. In line with recent models of stress effects on cognition, both experiments provide evidence for decreased engagement of flexible, cognitive systems supporting encoding of context information in active cognition during acute arousal, promoting reduced sensitivity for contextual details. We argue that arousal fosters cognitive adaptation towards less demanding, more present-oriented information processing, which prioritizes a current behavioral response set at the cost of contextual cues. This transient state of behavioral perseverance might reduce reliance on context information in unpredictable environments and thus represent an adaptive response in certain situations.

The impact of working memory and the "process of process modelling" on model quality: Investigating experienced versus inexperienced modellers.

A process model (PM) represents the graphical depiction of a business process, for instance, the entire process from online ordering a book until the parcel is delivered to the customer. Knowledge about relevant factors for creating PMs of high quality is lacking. The present study investigated the role of cognitive processes as well as modelling processes in creating a PM in experienced and inexperienced modellers. Specifically, two working memory (WM) functions (holding and processing of information and relational integration) and three process of process modelling phases (comprehension, modelling, and reconciliation) were related to PM quality. Our results show that the WM function of relational integration was positively related to PM quality in both modelling groups. The ratio of comprehension phases was negatively related to PM quality in inexperienced modellers and the ratio of reconciliation phases was positively related to PM quality in experienced modellers. Our research reveals central cognitive mechanisms in process modelling and has potential practical implications for the development of modelling software and teaching the craft of process modelling.

From specificity to sensitivity: affective states modulate visual working memory for emotional expressive faces.

Previous findings suggest that visual working memory (VWM) preferentially remembers angry looking faces. However, the meaning of facial actions is construed in relation to context. To date, there are no studies investigating the role of perceiver-based context when processing emotional cues in VWM. To explore the influence of affective context on VWM for faces, we conducted two experiments using both a VWM task for emotionally expressive faces and a mood induction procedure. Affective context was manipulated by unpleasant (Experiment 1) and pleasant (Experiment 2) IAPS pictures in order to induce an affect high in motivational intensity (defensive or appetitive, respectively) compared to a low arousal control condition. Results indicated specifically increased sensitivity of VWM for angry looking faces in the neutral condition. Enhanced VWM for angry faces was prevented by inducing affects of high motivational intensity. In both experiments, affective states led to a switch from specific enhancement of angry expressions in VWM to an equally sensitive representation of all emotional expressions. Our findings demonstrate that emotional expressions are of different behavioral relevance for the receiver depending on the affective context, supporting a functional organization of VWM along with flexible resource allocation. In VWM, stimulus processing adjusts to situational requirements and transitions from a specifically prioritizing default mode in predictable environments to a sensitive, hypervigilant mode in exposure to emotional events.

Information maintenance in working memory: an integrated presentation of cognitive and neural concepts.

Working memory (WM) maintains information in a state that it is available for processing. A host of various concepts exist which define this core function at different levels of abstraction. The present article intended to bring together existing cognitive and neural explanatory approaches about the architecture and neural mechanisms of information maintenance in WM. For this, we highlight how existing WM concepts define information retention and present different methodological approaches which led to the assumption that information can exist in various components and states. This view is broadened by neural concepts focussing on various forms of phase synchronization and molecular biological mechanisms relevant for retaining information in an active state. An integrated presentation of different concepts and methodological approaches can deepen our understanding of this central WM function.

Working memory and its relation to deterministic sequence learning.

Is there a relation between working memory (WM) and incidental sequence learning? Nearly all of the earlier investigations in the role of WM capacity (WMC) in sequence learning suggest no correlations in incidental learning conditions. However, the theoretical view of WM and operationalization of WMC made strong progress in recent years. The current study related performance in a coordination and transformation task to sequence knowledge in a four-choice incidental deterministic serial reaction time (SRT) task and a subsequent free generation task. The response-to-stimulus interval (RSI) was varied between 0 ms and 300 ms. Our results show correlations between WMC and error rates in condition RSI 0 ms. For condition RSI 300 ms we found relations between WMC and sequence knowledge in the SRT task as well as between WMC and generation task performance. Theoretical implications of these findings for ongoing processes during sequence learning and retrieval of sequence knowledge are discussed.

Nomen est omen: Investigating the dominance of nouns in word comprehension with eye movement analyses.

Although nouns are easily learned in early stages of lexical development, their role in adult word and text comprehension remains unexplored thus far. To investigate the role of different word classes (open-class words: nouns, adjectives, verbs; closed-class words: pronouns, prepositions, conjunctions, etc.), 141 participants read a transposed German text while recording eye movements. Subsequently, participants indicated words they found difficult and reproduced the story. Then, participants were presented an untransposed text version while also tracking eye movements. Word difficulty, subjectively assessed by an interview and objectively by eye movement criteria (general fixation rate, number of fixations on specific words), text comprehension scores, and regressive fixations from one word class to another in the transposed text indicated that the noun was the most influential word class in enhancing the comprehension of other words. Developmental, intercultural, and neurophysiological aspects of noun dominance are discussed.