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The article presents abstracts of papers to be presented at the 33rd annual meeting of the Society for Psychophysiological Research. The meeting will be held in Rottach-Egem, Germany. The meeting will be from October 27-31, 1993. The majority of the research reports will be given and discussed informally at three poster sessions. The panel discussion will be on sensory memory and mismatch negativity. The mismatch negativity obtained with event-related potentials and magnetoencephalographic recordings, is dependent on a transient, acoustic memory that has been hypothesized to be what cognitive psychologists call sensory memory.

Background: Previous research has shown that teachers hold misconceptions about multimedia learning (e.g., multimedia instruction needs to be adapted to students' learning styles), which may be at odds with evidence‐based teaching. Objectives: Refutation texts are a classical method to reduce misconceptions and thus to stimulate conceptual change. We wanted to know whether making use of a computer algorithm to personalize refutation texts would best initiate teachers' conceptual change. Methods: We designed an online experiment, in which N = 129 in‐service teachers read either (1) expository texts (without direct refutation), (2) common refutation texts, or (3) personalized refutation texts. The teachers filled in a misconception questionnaire pre and post to assess their conceptual change. Results and Conclusions: Statistical analyses revealed that personalized refutation texts initiated the strongest conceptual change, which was driven by increased feelings of guilt and shame. Common refutation texts did not foster teachers' conceptual change as compared to expository texts. These findings indicate that refutation texts should be personalized for experienced practitioners such as teachers. Takeaways: Personalized refutation seems to be promising in the context of online teacher training programs. Further research should test to which extent the present findings also apply to other groups of experienced learners or practitioners. Lay Description: What is already known about this topic?: Teachers hold misconceptions about multimedia learning (e.g., learning materials should be adapted to students' individual learning styles, such as visualizers or verbalizers).Refutation texts, naming a commonly held misconception, disproving it and introducing a scientific explanation, are a common means to reduce misconceptions.Personalization fosters learning by drawing the learner's attention toward the discrepancy between their own beliefs and the learning material, further creating an impasse experience.Said impasse experience may trigger teachers' conceptual change, as, for teachers' conceptual change, a certain degree of discomfort is required. Yet, anger, caused by lessoning teachers on their topic may cause repulse and hamper learning. What this paper adds?: With a computer algorithm, we can efficiently personalize refutation texts by automatically matching them to teachers' answers in a pre‐test. Such a personalized refutation instruction may especially foster conceptual change.Within a randomized experiment, the personalized refutation instruction worked best compared to common refutation texts and expository texts.Feelings of guilt and shame moderated the effect of a personalized refutation, as teachers felt more addressed in their misconceptions and thus experienced the required impasse experience.Feelings of anger did not play an important role within our experiment. The implications of study findings for practitioners: Computer algorithms enable efficient personalization of instruction to better deal with heterogeneous groups of learners (e.g., with big differences in prior knowledge or experience, such as in the case of in‐service teachers).Refutation texts work better for teachers when they are personalized. Common refutation texts do not work better than expository texts.An advantage of digital instruction is the use of algorithms to efficiently personalize instructions even for larger groups. [ABSTRACT FROM AUTHOR]

This paper aims at explaining whether R&D subsidies, the engagement in collaboration networks and the location influence the patent activities of biotech firms in Germany! We demonstrate that R&D subsidies focusing on single firms do not increase patent intensity, while subsidies which are granted to joint R&D projects do so to a certain extent. The number of knowledge links firms have is not influencing performance, but the type of network partners has an effect. We found strong evidence that some but not too much cognitive distance between collaboration partners and being located in a cluster have a positive effect. [ABSTRACT FROM AUTHOR]

Recognizing the ageing of populations and expected increase in prevalence of dementia, the necessity of research involving persons with dementia is widely agreed upon. Autonomy is key to nursing home residents' well-being and quality of life, but this phenomenon has not been thoroughly assessed from the residents' perspective. The aim of this cross-sectional study was to investigate perceived autonomy of nursing home residents. Data on 560 randomly selected residents in 40 nursing homes in two German federal states were generated by face-to-face interviews, psychological and physical assessments, analysis of nursing records, and acquisition of institutional parameters. This paper reports on a subsample ( n = 179) that met screening requirements, including subjects with and without mild cognitive impairment ( Mini Mental Status Examination score 30-18), who completed the Hertz Perceived Enactment of Autonomy Scale ( HPEAS). The mean score of HPEAS was 101.1 ± 14.5 (range 54-122). In our population, Cronbach's alpha was 0.89. Scores in HPEAS were not related to demographical factors but positively associated with increasing self-efficacy and absence of pain. The novel findings contribute to an understanding of autonomy from the residents' perspective. [ABSTRACT FROM AUTHOR]

Examining selected poems from Mariella Mehr's volumes Nachrichten aus dem Exil (1998) and Widerwelten (2001), this article explores the ways that the Swiss writer Mehr refigures the notion of Heimat and its relationship to language. Tracing three key sources that supply the vocabulary and concepts within Mehr's lyrical treatment of Heimat—her own life experiences of persecution and rootlessness in postwar Switzerland, received notions of Heimat from Germanic culture, as well as the minority Yenish culture from which Mehr was forcibly estranged—this paper argues that Mehr turns to poetry to decouple Heimat from a geographically fixed, exclusionary concept, expanding it to capture complex intercultural experiences. Moreover, I attempt to unravel the paradox latent in Mehr's work, wherein the poetic subject's predominantly unsatisfied struggle for home must be reconciled with Mehr's own assertion of language's decisive role in achieving Heimat. [ABSTRACT FROM AUTHOR]

Presents information on the plenaries, workshops, and research papers contributed by several experts in the field of ethology presented at the 5th International Symposium on Physiology, Behavior and Conservation of Wildlife in Berlin, Germany.

Medical students in Germany have to write a research thesis to acquire the title of medical doctor. This study evaluates the contribution of student research to the Medline™-indexed publications of a German medical faculty. A 1993–1995 Medline™-publication list, on which medical students among authors should be marked, was sent to medical faculty staff of the University of Würzburg, Germany (n = 238). Faculty members responded (106, 45%), 66 were working at a clinic, 26 at a clinic-associated institute and 14 at a basic science institute. Between 1993 and 1995, 1128 Medline™-indexed papers were published by these faculty members, who on average supervised 4·5 medical students (n = 477). Medical students were among the authors of 316 (28%) and were the first authors of 88 papers (7·8%). For 66% of medical students their research resulted in a Medline™-indexed publication. Medical student research activity can significantly influence the published output of a medical faculty. [ABSTRACT FROM AUTHOR]