Non-equilibrium Differential Conductance through a Quantum Dot in a Magnetic Field

We derive an exact expression for the differential conductance for a quantum dot in an arbitrary magnetic field for small bias voltage. The derivation is based on the symmetric Anderson model using renormalized perturbation theory and is valid for all values of the on-site interaction $U$ including the Kondo regime. We calculate the critical magnetic field for the splitting of the Kondo resonance to be seen in the differential conductivity as function of bias voltage. Our calculations for small field show that the peak position of the component resonances in the differential conductance are reduced substantially from estimates using the equilibrium Green's function. We conclude that it is important to take the voltage dependence of the local retarded Green's function into account in interpreting experimental resultsComment: 8 pages, 4 figures; Replaced by a fully revised version with minor corrections in the tex

Slip of the tongue: implications for evolution and language development

prevailing theory regarding the evolution of language implicates a gestural stage prior to the emergence of speech. In support of a transition of human language from a gestural to a vocal system, articulation of the hands and the tongue are underpinned by overlapping left hemisphere dominant neural regions. Behavioral studies demonstrate that human adults perform sympathetic mouth actions in imitative synchrony with manual actions. Additionally, right-handedness for precision manual actions in children has been corre- lated with the typical development of language, while a lack of hand bias has been associ- ated with psychopathology. It therefore stands to reason that sympathetic mouth actions during fine precision motor action of the hands may be lateralized. We employed a fine-grained behavioral coding paradigm to provide the first investigation of tongue pro- trusions in typically developing 4-year old children. Tongue protrusions were investigated across a range of cognitive tasks that required varying degrees of manual action: precision motor action, gross motor action and no motor actions. The rate of tongue protrusions was influenced by the motor requirements of the task and tongue protrusions were signifi- cantly right-biased for only precision manual motor action (p < .001). From an evolutionary perspective, tongue protrusions can drive new investigations regarding how an early human communication system transitioned from hand to mouth. From a developmental perspective, the present study may serve to reveal patterns of tongue protrusions during the motor development of typically developing children

Handedness as a marker of cerebral lateralization in children with and without autism

We employed a multiple case studies approach to investigate lateralization of hand actions in typically and atypically developing children between 4 and 5 years of age. We report on a detailed set of over 1200 hand actions made by four typically developing boys and four boys with autism. Participants were assessed for unimanual hand actions to both objects and the self (self-directed behaviors). Individual and group analyses suggest that typically developing children have a right hand dominance for hand actions to objects and a left hand dominance for hand actions for self-directed behaviors, revealing a possible dissociation for functional specialization of the left and right hemispheres respectively. Children with autism demonstrated mixed-handedness for both target conditions, consistent with the hypothesis that there is reduced cerebral specialization in these children. The findings are consistent with the view that observed lateralized motor action can serve as an indirect behavioral marker for evidence of cerebral lateralization

How do Clients Comply with Advice?

Das bisher selten beforschte Problem der Patienten-Compliance bei psychologischer Beratung wurde an Klienten einer Wiener Erziehungsberatungsstelle (n=100 Familien) untersucht. Als die zwei wesentlichen Aspekte des complianten Verhaltens wurden (1) die Erinnerung an das Beratungsgespräch und (2) die tatsächliche Durchführung der Interventionsvorschläge des Psychologen herangezogen Die Ergebnisse zeigen, dass etwa zwei Drittel der relevanten Beratungsinhalte über ein halbes Jahr konstant erinnert werden. Insgesamt ergibt sich ein zufriedenstellendes Ausmaß an Compliance, wobei die Familien sich in Abhängigkeit von ihrer Problematik als unterschiedlich compliant erwiesen. Die Bedeutung dieser Ergebnisse für die Beratungspraxis wird diskutiert. (DIPF/ Orig.)Compliance in counseling - a rather neglected field of study - was investigated in conjunction with 100 Viennese family consulting cases. Compliance is defined in two ways, namely on the one hand as the remembrance of the Contents of the consultation with the psychologist, and on the other hand as the actual application of the advice given. The results show that parents store a reduced version of the consultation which over the time they constantly recall. Moreover, the amount of advice actually implemented proved to be dependent on the kind of the problem. The significance of these results is discussed with regard to practice of counseling. (DIPF/ Orig.

The enhancement of development at nursery school age

Für die Praxis der Entwicklungsförderung wäre eine wissenschaftlich fundierte Synthese von diagnostischen Inventaren und Interventionsmaßnahmen wünschenswert. Die neuere vorschulische Trainingsforschung befasste sich bisher aber eher mit der Entwicklung und Effektivitätsprüfung von Trainingsprogrammen, ohne diese explizit an die Diagnose der zu fördernden Fähigkeiten anzubinden. Der Beitrag präsentiert zwei Untersuchungen, die Teil eines größeren Projekts zur Verbindung von Entwicklungsdiagnostik und – förderung sind. Ziel war die Entwicklung und empirische Überprüfung von Fördermaßnahmen für zwei Funktionsbereiche des Wiener Entwicklungstests (WET, Kastner-Koller u. Deimann 1998, 2002): Für den Bereich „Sprache“ wurden zwei Förderbedingungen entwickelt – eine spezifische Förderung des Wortschatzes und der Begriffsbildung und eine allgemeine sprachliche Förderung. Für den Funktionsbereich „Visuelle Wahrnehmung“ wurden ebenfalls zwei unterschiedliche Strategien der Förderung realisiert – eine konventionelle Förderung mit Arbeitsblättern und eine spielerische Förderung. Bereichsspezifisch wurden diese Interventionsmaßnahmen jeweils in einem experimentellen Design (Sprachförderung N = 42; Wahrnehmungsförderung N = 51) auf ihre differenzielle Wirksamkeit überprüft, wobei für den Prä- und Posttest der WET zum Einsatz kam, die Intervention 16 Einheiten umfasste und in beiden Studien je eine Kontrollgruppe ohne Einzelförderung zwischenzeitlich am pädagogischen Programm des Kindergartens teilnahm. Die Ergebnisse zeigten, dass beide Sprachtrainings sowie die spielerische Wahrnehmungsförderung bereichsspezifisch hochwirksam waren, der Effekt der Förderung mit Arbeitsblättern sich aber noch nicht endgültig einschätzen ließ. Besonders interessant waren die unterschiedlichen Auswirkungen der Trainings auf Kinder mit und ohne generellen Entwicklungsrückstand im WET.(DIPF/Orig.)A scientifically based synthesis of diagnostic inventaries and intervention measures would be desirable for the practice of the enhancement of development. Recent research on preschool training, however, has hitherto tended to deal with the development and testing of the effectiveness of training programmes without linking them explicitly to a diagnosis of the abilities which are to be promoted. This article presents two studies that are part of a major project to connect the assessment and enhancement of development. The objective was to develop and empirically test intervention measures for two functional areas of the Wiener Entwicklungstest (WET, Kastner- Koller and Deimann 1998, 2002). Two training conditions were developed for the area of language, i. e. a specific encouragement of vocabulary and conceptualisation and general linguistic promotion. Similarly, two different promotion strategies were realized for the functional area Visual Perception, i. e. a conventional means of promotion using work sheets and a form of promotion utilizing games. According to area, these treatments were tested for their differential effectiveness in an experimental design (linguistic training N = 42; training of perception N = 51), using the Wiener Entwicklungstest (WET) for the pre- and posttests, the intermediate programme comprising 16 units and a control group meantime taking part in the educational programme of the nursery school in both studies. The results showed that both forms of linguistic training and the promotion of perception through games were highly effective in their areas, but that the effect of work sheets could not be definitively assessed. The different effects of the training programmes on children with and without a general developmental lag in the Wiener Entwicklungstest (WET) were particularly interesting.(DIPF/Orig.

Normierung Teil 1: Theoretische Grundlagen und wichtige Begriffe Psychologische Diagnostik

Ein Video von Ass.-Prof. Dr. Ursula Kastner-Koller und Mag. Dr. Nicole Hirschman