Examiners: Prof. Dr. Tanja Lischetzke, Dr. Susanne Weis

Type of examination: Written exam (multiple choice), duration 120 minutes

Examination material: Contents of the module's lectures (23_M.A.1 "Advanced multivariate methods", 23_M.A.3 "Fundamentals of evaluation") and selected contents of exercise 23_M.A.2 "Application of advanced multivariate methods" (interpretation of analysis results).

Examination literature: The examination literature for the subsection "Advanced multivariate methods" can be found in the semester overview of lecture 23_M.A.1 of the current winter semester. The examination literature for the subsection "Fundamentals of Evaluation" can be found in the slides of lecture 23_M.A.3 of the current summer semester.

Note: The module examination 23_M.A. will be offered for the first time in SoSe 2024, then regularly once per semester.

Examiner: Prof. Dr. Eunike Wetzel

Exam type: Written exam (multiple choice and open questions), duration 90 min.

Exam material: Contents of the lecture Diagnostics and selected contents of the exercise for the lecture Diagnostics

Examinationliterature: The examination literature is given in the slides of the diagnostics lecture.

Examiners: Prof. Dr. Julia Karbach and Dr. Tanja Könen

Examination modalities: The examination takes place as an oral examination (duration: 30 minutes). The examination material includes the contents of the seminars M.C.1, M.C.2 and M.C.3 and the following literature:

Examination literature:

Brehmer, Y., Li, S. C., Müller, V., von Oertzen, T., & Lindenberger, U. (2007). Memory plasticity across the life span: uncovering children's latent potential. Developmental Psychology, 43, 465478.

Cañigueral, R., Ganesan, K.; Smid, C.R., Thompson, A., Dosenbach, N.U.F., & Steinbeis, N. (2023). Intra-individual variability adaptively increases following inhibition training during middle childhood. Cognition, 239: 105548.

Casey, B. J., Tottenham, N., Liston, C., & Durston, S. (2005). Imaging the developing brain: what have we learned about cognitive development? Trends in Cognitive Sciences, 9, 104-110.

Hedden, T., & Gabrieli, J. D. (2004). Insights into the ageing mind: a view from cognitive neuroscience. Nature Reviews Neuroscience, 5(2), 87-96.

Hyun, J., Sliwinski, M. J., & Smyth, J. M. (2019). Waking up on the wrong side of the bed: The effects of stress anticipation on working memory in daily life. The Journals of Gerontology. Series B, Psychological Sciences and Social Sciences, 74, 38-46.

Karbach, J., Könen, T., & Spengler, M. (2017). Who benefits the most? Individual differences in the transfer of executive control training across the lifespan. Journal of Cognitive Enhancement, 1, 394-405.

Karbach, J., & Kray, J. (2021). Executive function training. Cognitive training: An overview of features and applications (pp.199-212). Springer.

Karbach, J., & Unger, K. (2014). Executive control training from middle childhood to adolescence. Frontiers in Psychology, 5: 390.

Katz, B., Jones, M. R., Shah, P., Buschkuehl, M., & Jaeggi, S. M. (2021). Individual differences in cognitive training research. Cognitive training: An overview of features and applications (pp. 107-123). Springer.

Könen, T., & Auerswald, M. (2021). Statistical modeling of latent change. Cognitive training: An overview of features and applications (pp. 55-68). Springer.

Lövdén, M., Bäckman, L., Lindenberger, U., Schaefer, S., & Schmiedek, F. (2010). A theoretical framework for the study of adult cognitive plasticity. Psychological Bulletin, 136, 659-676.

Nesselroade, J. R. (1991). The warp and the woof of the developmental fabric. In R. M. Downs, L. S. Lybben, & D. S. Palermo (Eds.), Visions of aesthetics, the environment & development: The legacy of Joachim F. Wohlwill (pp. 213-240). Hillsdale, NJ: L. Erlbaum Associates.

Ram, N., & Gerstorf, D. (2009). Time-structured and net intraindividual variability: Tools for examining the development of dynamic characteristics and processes. Psychology and Ageing, 24(4), 778-791.

Schmiedek, F., Lövdén, M., & Lindenberger, U. (2013). Keeping it steady: Older adults perform more consistently on cognitive tasks than younger adults. Psychological Science, 24, 1747-1754.

Singer, T., Verhaeghen, P., Ghisletta, P., Lindenberger, U., & Baltes, P. B. (2003). The fate of cognition in very old age: six-year longitudinal findings in the Berlin Aging Study (BASE). Psychology and Aging, 18, 318-331.

Smid, C. R., Karbach, J., & Steinbeis, N. (2020). Toward a science of effective cognitive training. Current Directions in Psychological Science, 29, 531-537.

Sliwinski, M. J. (2008). Measurement-burst designs for social health research. Social & Personality Psychology Compass, 2, 245-261.

von Bastian, C. C., Belleville, S., Udale, R. C., Reinhartz, A., Essounni, M., & Strobach, T. (2022). Mechanisms underlying training-induced cognitive change. Nature Reviews Psychology, 1, 30-41.

Examiners: Prof. Dr. Eunike Wetzel, Dr. Laurits Bromme, Charlotta Jacobsen

Examination modalities: The module examination consists of three module examinations: A presentation (45 min.) in M.D.1, a term paper in M.D.2 and a term paper in M.D.3.

Examination material: Contents of the respective course.

Examination literature: Will be specified in the respective course.

Examiner: apl.-Prof. Dr. Ottmar Braun

Examination modalities: The M.E. module concludes with a separate final module examination .

Type of examination: Written, 60 minutes, 30 questions

Examination literature:

Nerdinger, F. W., Blickle, G. & Schaper, N. (2019). Work and organizational psychology.4th edition. Heidelberg: Springer.

The examination modalities and literature will be announced in the lectures.

Examiner: JProf. Christian von Sikorski

Examination modalities: Written exam, 60 minutes, open questions and questions according to the answer-choice procedure (single-choice and/or multiple-choice)

Examination literature:

Dan, V., Paris, B., Donovan, J., Hameleers, M., Roozenbeek, J., van der Linden, S., & von Sikorski, C. (2021). Visual mis- and disinformation, social media, and democracy. Journalism and Mass Communication Quarterly, 98(3), 641-664. https://doi.org/10.1177/10776990211035395

Digital News Report (2023). Pages 9-29. available at reutersinstitute.politics.ox.ac.uk/sites/default/files/2023- 06/Digital_News_Report_2023.pdf

Kubin, E., & von Sikorski, C. (2021). The role of (social) media in political polarization: A systematic review. Annals of the International Communication Association, 45(3), 188-206. https://doi.org/10.1080/23808985.2021.1976070

Matthes, J., Knoll, J., & von Sikorski, C. (2018). "Spiral of Silence" revisited: A metaanalysis on the relationship between perceptions of opinion support and political opinion expression. Communication Research, 45(1), 3-33. https://doi.org/10.1177/0093650217745429

Prior, M. (2010). You've either got it or you don't? The stability of political interest over the life cycle. The Journal of Politics, 72(3), 747-766. https://doi.org/10.1017/s0022381610000149

von Sikorski, C., Heiss, R., & Matthes, J. (2020). How political scandals affect the electorate. Tracing the eroding and spillover effects of scandals with a panel study. Political Psychology, 41(3), 549-568. https://doi.org/10.1111/pops.12638

Zmerli, S., & Feldman, O. (2022; eds.). Political psychology. Handbook for science and studies. Nomos, Baden-Baden [Chapters: IV; VII; VII; IX]

The examination modalities and literature will be announced in the lectures.

The examination modalities and the examination literature can be found here

The final examination in the M.I. module consists of a research project to be carried out in the laboratory exercise M.I.2, on which short presentations are given in the laboratory exercise and a written final report (term paper) is written. The contents of course M.I.1 from the respective module cycle are a prerequisite for this.

Type of examination: Project, short presentation(s) and term paper

Examinationmaterial: All topics covered in M.I.1 and M.I.2 and the content of the materials used are the subject of the examination. Explanatory and further literature will be announced during the courses.

The examination modalities and literature will be announced in the lectures.

The examination modalities and the examination literature can be found here.

The examination modalities and literature will be announced in the lectures.

The examination modalities and the examination literature can be found here.

This module is offered by the Center for Cognitive Science (Kaiserslautern campus). Information on the examination modalities and access to the examination literature can be found on the website of the "General Psychology" department, https://sowi.rptu.de/fgs/psychologie/aktuelles.

Examiner: apl.-Prof. Dr. Ottmar Braun

Examination modalities: The M.O. module concludes with a separate final module examination .

Type of examination: Written, 60 minutes, 30 questions

Examination literature:

Braun, O.L. (ed.) (2020). Positive psychology, competence development and mental strength. Promoting health, motivation and performance. Chapters 1, 2, 5, 6, 9. Heidelberg: Springer.

Eck, C.D., Jöri, H. & Vogt, M. (2016). Assessment Center. Heidelberg: Springer.

Groß, H. (2022). Developing and conducting effective learning seminars. Offenbach am Main: GABAL.

Kirkpatrick, D.L. and Kirkpatrick, J.D. (2006). Evaluating Training Programs - The four Levels. Part One: Concepts, Principles, Guidelines, and Techniques. San Francisco: Berett-Koehler Publishers Inc.

Mahlstedt, A. (2022). The toolbox for team development - The path to a top team. Heidelberg: Springer.

Mangelsdorf, J. (2020). Positive psychology in coaching. Heidelberg: Springer.

Schuler, H. (2018). The Attitude Interview, Ch. 9: The Multimodal Interview. Göttingen: Hogrefe.

Seifert, J. (2019). Visualizing, presenting, moderating. 31st edition. Offenbach: GABAL.

Type of examination: term paper

The other examination modalities are specified in the courses.

Examiners: Prof. Dr. Stephan Winter and Dr. Uli Gleich

Examination modalities: Partial module examinations - presentations in 2 seminars and a term paper (in the form of a research report)

Examination literature: Will be announced in the lectures.

The examination modalities and literature will be announced in the lectures.

Examiner: Dr. Laura Loy
Examination modalities: Partial module examination for the Societal Transformation lecture: Written examination (duration: 45 minutes)
Examination literature: Will be announced in the course.

Examiners: Diana Armbruster-Genç, Ulrike Basten, Christina Mema & Fiona Rupprecht

Examination modalities: The examination is a written examination (duration: 60 minutes). The examination material includes the contents of the seminars M.T.1, M.T.2 and M.T.3 and the following literature.

Examination literature:

M.T.1

Gross, J. J. (2015). Emotion regulation: Current status and future prospects. Psychological inquiry, 26(1), 1-26. psycnet.apa.org/doi/10.1080/1047840X.2014.940781

Mtui, E., Gruener, G., & Dockery, P. (2020). Fitzgerald's Clinical Neuroanatomy and Neuroscience E-Book: Fitzgerald's Clinical Neuroanatomy and Neuroscience E-Book. Elsevier Health Sciences. books.google.com/books?
>> Chapter on Cerebral Topography
>> Chapter on Cortical Anatomy

Sebastian, C. L., & Ahmed, S. P. (2018). The Neurobiology of Emotion Regulation. In A. R. Beech, A. J. Carter, R. E. Mann, & P. Rotshtein (Eds.), The Wiley Blackwell Handbook of Forensic Neuroscience (1st ed., pp. 125-143). Wiley. doi.org/10.1002/9781118650868.ch6

Course slides by D.Armbruster-Genc provided on OLAT

M.T.2

Hennecke, M., & Freund, A. M. (2017). The development of goals and motivation. In J. Specht (Ed.), Personality development across the lifespan (pp. 257-273). Elsevier Academic Press. https://doi.org/10.1016/B978-0-12-804674-6.00016-8

McClelland, M., Geldhof, J., Morrison, F., Gestsdóttir, S., Cameron, C., Bowers, E., Duckworth, A., Little, T., & Grammer, J. (2018). Self-regulation. In N. Halfon, C. B. Forrest, R. M. Lerner & E. M. Faustmann (Eds.), Handbook of Life Course Health Development (pp. 275-298). https://doi.org/10.1007/978-3-319-47143-3_12

Wesarg-Menzel, C. Ebbes, R., Hensums, M., Wagemaker, E., Zaharieva, M. S., Staaks, J. P. C., van den Akker, A. L., Visser, I., Hoeve, M., Brummelman, E., Dekkers, T. J., Schuitema, J. A., Larsen, H., Colonnesi, C., Jansen, B. R. J., Overbeek, G., Huizenga, H. M., & Wiers, R. W. (2023). Development and socialization of self-regulation from infancy to adolescence: A meta-review differentiating between self-regulatory abilities, goals, and motivation. Developmental Review, 69, 101090. https://doi.org/10.1016/j.dr.2023.101090

Slides of the seminar

Selected interventions (to be announced in the seminar)

M.T.3

Gross, J. J. (2015). Emotion regulation: Current status and future prospects. Psychological inquiry, 26(1), 1-26. psycnet.apa.org/doi/10.1080/1047840X.2014.940781

Gross, J. J., Uusberg, H., & Uusberg, A. (2019). Mental illness and well-being: an affect regulation perspective. World Psychiatry, 18(2), 130-139. doi.org/10.1002/wps.20618

Sheppes, G., Suri, G., & Gross, J. J. (2015). Emotion regulation and psychopathology. Annual review of clinical psychology, 11, 379-405.

Barnow, S. (2020). Handbook of emotion regulation. Between mental health and psychopathology, Berlin. From: Chapter 1 (pp. 3 - 18), Chapter 12 (pp. 175 - 205), Chapter 13 (pp. 207 - 216) and Chapter 15 (pp. 223 - 230)

Schneider, S., & Margraf, J. (Eds.). (2009). Textbook of behavior therapy: Volume 2: Disorders in adulthood-special indications-glossary. Springer. Chapter 27 (pp. 534 - 559)

Slides of the seminar

Examiners: Prof. Dr. Julia Karbach, Dr. Tanja Könen, Dr. Fiona Rupprecht

Examination modalities: The examination is a written examination (duration: 60 minutes). The examination material includes the contents of the seminars M.U.1, M.U.2 and M.U.3 and the following literature.

Examination literature:

Ashendorf, L., Alosco, M. L., Bing-Canar, H., Chapman, K. R., Martin, B., ... & Stern, R. A. (2018). Clinical utility of select Neuropsychological Assessment Battery tests in predicting functional abilities in dementia. Archives of Clinical Neuropsychology, 33(5), 530-540.

Bornschlegl, M., Fischer, R., & Petermann, F. (2016). Successful cognitive aging: association of cognitive performance with activity and satisfaction. Journal of Neuropsychology, 27(3), 173-187.

Cabeza, R., Albert, M., Belleville, S., Craik, F. I., Duarte, A., Grady, C. L., ... & Rajah, M. N. (2018). Maintenance, reserve and compensation: the cognitive neuroscience of healthy ageing. Nature Reviews Neuroscience, 19(11), 701-710.

Jia, J., Zhao, T., Liu, Z., Liang, Y., Li, F., & ... Cummings, J. (2023). Association between healthy lifestyle and memory decline in older adults: 10 year, population based, prospective cohort study. BMJ: British Medical Journal, 380, Article e072691.

Karbach, J. (2020). Cognitive aging. In T. Strobach, Cognitive psychology (pp. 163-177). Kohlhammer.

Kessler, E.-M., & Tegeler, C. (2018). Psychotherapeutic work with old and very old people. Psychotherapeut, 63, 501-518.

Kessler, E.-M., & Forstmeier, S. (2015). Life span developmental psychopathology. In N. A. Pachana (Ed.), Encyclopedia of Geropsychology (p. 1408-1417). Springer.

Kivipelto, M., Mangialasche, F., Snyder, H.M., Allegri, R., Andrieu, S., ... & Carrillo, M.C. (2020). World-Wide FINGERS Network: A global approach to risk reduction and prevention of dementia. Alzheimer's & Dementia: The journal of the Alzheimer's Association, 16, 1078-1094.

Li, K. Z., Lindenberger, U., Freund, A. M., & Baltes, P. B. (2001). Walking while memorizing: age-related differences in compensatory behavior. Psychological Science, 12(3), 230-237.

Livingston, G., Huntley, J., Sommerlad, A., Ames, D., Ballard, C., ... & Mukadam, N. (2020). Dementia prevention, intervention, and care: 2020 report of the Lancet Commission. The Lancet, 396, 413-446.

Ngandu, T., Lehtisalo, J., Solomon, A., Levälahti, E., Ahtiluoto, S., ... & Kivipelto, M. (2015). A 2 year multidomain intervention of diet, exercise, cognitive training, and vascular risk monitoring versus control to prevent cognitive decline in at-risk elderly people (FINGER): a randomized controlled trial. The Lancet, 385, 2255-2263.

Rybarczyk, B., Shamaskin, A., & Bellg, A. (2013). Life review to enhance well-being. In A. Maercker, S. Forstmeier (Eds.), The life review in therapy and counseling (pp. 67-84). Springer.