Joerg Zumbach

The Influence of Violent and Nonviolent Computer Games on Implicit Measures of Aggressiveness

We examined the causal relationship between playing violent video games and increases in aggressiveness by using implicit measures of aggressiveness, which have become important for accurately predicting impulsive behavioral tendencies. Ninety-six adults were randomly assigned to play one of three versions of a computer game that differed only with regard to game content (violent, peaceful, or abstract game), or to work on a reading task. In the games the environmental context, mouse gestures, and physiological arousal-as indicated by heart rate and skin conductance-were kept constant. In the violent game soldiers had to be shot, in the peaceful game sunflowers had to be watered, and the abstract game simply required clicking colored triangles. Five minutes of play did not alter trait aggressiveness, yet an Implicit Association Test detected a change in implicit aggressive self-concept. Playing a violent game produced a significant increase in implicit aggressive self-concept relative to playing a peaceful game. The well-controlled study closes a gap in the research on the causality of the link between violence exposure in computer games and aggressiveness with specific regard to implicit measures. We discuss the significance of importing recent social-cognitive theory into aggression research and stress the need for further development of aggression-related implicit measures.

Cross‐sectional study on allergic sensitization of Austrian adolescents using molecule‐based IgE profiling

Allergen‐specific IgE antibodies are a hallmark of type I allergy. The aim of this cross‐sectional study was to analyze the sensitization profiles of an Austrian adolescent population utilizing molecule‐based IgE diagnosis.

Assessing Aggressiveness via Reaction Times Online

Aggressive tendencies can be assessed either commonly by explicit measures (self-report questionnaires), or by implicit measures that require the speeded classification of quickly presented stimuli and the recording and analysis of the reaction-times. We explored the psychometric properties of implicit measures assessing aggressiveness objectively: the Implicit Association Test (IAT) and its derivate, the Single-Target IAT. While the IAT focused on the automatic attitude towards aggressiveness, the ST-IAT focused on the self-concept. This feasibility study describes in methodological detail how a diversity of game players can be recruited to take these measures with common web-browser technology, even though reaction-time measurement in the range of a few hundred milliseconds is at stake. Self-reported and objective characteristics of users of violent, less violent, and no games differed. The results are partly in line with what can be expected on the basis of psychological theorizing, but structural-equation modelling shows that implicit measures on attitudes and self-concept differ in quality. Pitfalls and challenges for internet studies on computer players involving reaction-time measures are pointed out.

Hyperaudio learning for non-linear auditory knowledge acquisition

Hyperaudio as non-linear presentation of auditory information is introduced.Interaction effects of modality, text format and text types were analyzed.Linear information presentation is better memorized than non-linear information.Written text leads to better learning performance than auditory text.Hyperaudio learning needs additional instructional support. In this research, we present the concept of Hyperaudio as non-linear presentation of auditory information in the context of underlying theoretical assumptions of how Hyperaudio differs from existing non-linear information media. We present a study comparing text and auditory represented information either in a linear or non-linear manner and the interaction of these presentation formats with different underlying text types. Learners had to learn from two different text sorts either from text only in linear or non-linear manner from a computer screen or the same information presented as audio files also presented either in linear or non-linear manner. Results show overall advantages of linear information presentation compared with non-linear information presentation, and the advantages of written text versus auditory text on learning performance assessed with an essay task and a multiple-choice test. Interaction effects indicate that non-linearity increases cognitive load assessed with a self-report measure in auditory instruction compared to linear information presentation while cognitive load in processing written text is not affected by linearity. Further, effects reveal that the text type (ex-pository vs. linear text type) interacts with presentation format showing that expository text leads to comparable learning outcomes in linear and non-linear formats, while presenting linear text type as hypertext or Hyperaudio is here rather unbeneficial.

Editorial Introduction: Analyzing (Self-)Monitoring in Computer Assisted Learning

Recent generations of empirical research have emphasized the role of cognitive (cf. Dijkstra, Krammer, & van Merrienboer, 1992; Lewalter, 2003) as well as metacognitive strategies in computer-assisted learning (Simons & De Jong, 1992; van den Boom, Paas, van Merrienboer, & van Gog, 2004; Veenman, 1993). Especially the ability of self-monitoring has been shown to be a major moderating variable in self-directed learning with technology (e.g., Herrington & Oliver, 1999; Lan, 1996). However, there still is a need in development as well as application of methods to analyze and improve self-monitoring in individual as well as collaborative computer-assisted learning (CAL). Within this special issue, we combine methods from analyzing self-monitoring within individual and collaborative CAL showing foundational similarities as well as diversities in application. Three articles in this special issue contribute to analysis and fostering of individual CAL focusing on metacognition. The article provided by Elmar Stahl, Stephanie Pieschl, and Rainer Bromme addresses the influence of epistemological beliefs on metacognitive calibration during hypermedia learning. The effect of different epistemological instructions and beliefs on metacognitive calibration and learning outcomes is examined. Therefore, authors investigate in their study if learners are able to differentiate between tasks of different complexity, perform task and goal analyzes, and adapt their learning progress behavior to these self-monitoring outcomes. Furthermore, the role of epistemological beliefs on this self-directed, adaptive process is analyzed. Stahl et al. were able to show that there is a significant relationship between task

Exposure to Indoor Allergens in Different Residential Settings and Its Influence on IgE Sensitization in a Geographically Confined Austrian Cohort

Background Exposure to indoor allergens is crucial for IgE sensitization and development of allergic symptoms. Residential settings influence the allergen amount in house dust and hence allergic sensitization. Within this study, we investigated allergen exposure and molecule-based IgE levels in a geographically confined region and evaluated the impact of housing, pets and cleaning. Methods 501 adolescents from Salzburg, Austria participated in this cross-sectional study. House dust samples were examined regarding major mite, cat, dog, and mold allergens using a multiplex assay. Serum samples of participants were analyzed for specific IgE to Der p 1, Der p 2, Fel d 1, Can f 1 and Alt a 1 using the multiplex array ImmunoCAP ISAC. Information on allergies, living areas, dwelling form (house, flat, farm), pets, and household cleanliness were obtained by a questionnaire. Results In investigated house dust samples, the concentration of cat allergen was highest while the prevalence of mold allergens was very low. Participants showed IgE sensitization to Der p 1 (13.2%), Der p 2 (18.2%), Fel d 1 (14.4%), Can f 1 (2.4%) and Alt a 1 (2.0%). In alpine regions, lower mite allergen concentrations were detected which correlated with reduced IgE levels. A trend for increased sensitization prevalence from rural to alpine to urban regions was noted. Living on farms resulted in lower sensitization prevalence to mite and cat allergens, even though exposure to mites was significantly elevated. The presence of cats was associated with a lower sensitization rate and IgE levels to cat and mite allergens, and less frequent allergic diseases. Cleaning did not impact allergen concentrations, while IgE reactivity to mites and allergic diseases were more pronounced when living in cleaner homes. Conclusion Allergen exposure to indoor allergens was influenced by setting of homes. Living in a farm environment and having a cat at home showed a protective effect for IgE sensitization and allergies. This cross-sectional study in combination with hereditary and lifestyle factors enables development of risk schemes for a more efficient management and potential prevention of allergic diseases.

Influence of Intrinsic and Lifestyle Factors on the Development of IgE Sensitization

Background: IgE sensitization is a prerequisite for the development of allergic symptoms. The investigation of factors influencing the development of IgE is therefore crucial for understanding the onset of allergic diseases. Methods: This epidemiological study investigated personal, intrinsic, and lifestyle factors in a nonselected cohort of 501 Austrian adolescents (aged 12-21 years). IgE levels to 112 allergen molecules were analyzed in the serum of participants using the ImmunoCAP ISAC®. Allergic sensitization, IgE levels to single allergens, and ISAC score sums were correlated with results obtained from a questionnaire. Results: In this adolescent cohort, male participants showed a higher sensitization frequency (56.8%) compared to females (50.9%) and significantly increased IgE levels to profilins. Underweight subjects demonstrated a stronger IgE sensitization. Family size inversely correlated with IgE levels to PR-10 allergens, and predominately paternal allergies were a predictive factor for IgE sensitization in the children. Vaccination, breastfeeding, and delivery mode showed no influence, while a highly protective effect was observed for growing up on a farm. Of all of the investigated lifestyle factors, only smoking significantly influenced the risk for IgE development. Participants with moderate frequencies of colds showed increased sensitization levels. Conclusion: A hereditary predisposition and lifestyle factors such as a farming environment, smoking, family size, body weight, or frequency of colds significantly influenced the development of allergen-specific IgE in this cohort of adolescents.

The Role of Attribution, Modality, and Supplantation in Multimedia Learning

In this research, the influence of attributions, code, and modality of learning material is investigated. Within an experiment, we compared four versions of learning material about the eutrophication of a lake and its underlying processes. In one condition, the material was presented text only. In a second condition, the text was illustrated by images representing core stages during the process of eutrophication. A third condition was a computer animation containing the same information as the text-based conditions while the changes of a lake’s state were visualised dynamically. Explanations were provided as text fields within the animation. A forth condition was also animation but all verbal information was presented by audio. Results showed no influence of media specific attribution regarding easiness/difficulty of text or animations. In addition, no evidence for occurrence of the modality effect was found. Both animation conditions led to increased learning outcomes. This effect is explained under aspects of supplantation.

Exploring the development and impact of learning styles: An empirical investigation based on explicit and implicit measures

Abstract It is still controversial whether learning styles are unchangeable dispositions or flexible characteristics. Research on the development of learning styles is therefore in high demand. We suggest a conceptual model that describes both explicit and implicit cognitive processes involved in processing instructional material. We also propose an implicit association test (learning styles IAT). In a first study (N = 126), we evaluate the stimulus material for the IAT. In a second study (N = 104), we investigate the correlations between the implicit and explicit measures used. We further examine interactions between learning styles and learning outcomes as well as cognitive load. Two versions of a computer-based learning program (verbal vs. visual presentation of information) were used. The results reveal that matching learning styles and learning materials neither leads to better learning outcomes nor to a lower cognitive load. Additionally, neither implicit nor explicit measures were able to predict learning outcomes.

Fostering Hypermedia Learning with Different Argumentation Tools: The Role of Argument Visualisation

In this study the effects of visualization tools were examined on argumentation skills, knowledge acquisition, and cognitive load during hypermedia learning. Participants in this experiment completed an argumentation task on the issues of genetics and gene manipulation by using a hypermedia learning environment as a resource. In one condition, participants were provided with a graphical mind mapping tool in order to complete an argumentation task. In another mind mapping condition, participants were provided with images representing the content in the hypermedia information database expecting a dual-coding of information. In a third condition, a two-columned text editor was given. Results suggest that the text-based argumentation tool contributed most to produce more arguments with a higher degree of soundness. Nevertheless, all three conditions led to comparable results regarding knowledge acquisition and motivation.