Lautarium ist ein computergestütztes phonologisches Trainingsprogramm zur alltagsintegrierten Schulung der Phonemwahrnehmung, der Phonologischen Bewusstheit im engeren Sinn, der Graphem-Phonem-Korrespondenz und zum alphabetischen Lesen und Schreiben. Während die Wirksamkeit des Programms in einer klinischen Studie mit legasthenen Drittklässlern bereits nachgewiesen wurde (Klatte et al., 2014), steht die Beurteilung des potentiellen Beitrags, den Lautarium im Rahmen des Schriftspracherwerbs in der Schuleingangsphase leisten kann, noch aus. Die vorliegende Arbeit prüft daher, inwieweit Erstklässler die inhaltlichen und formalen Anforderungen des Programms bewältigen und bis zu welchem Grad schriftsprachliche Fertigkeiten gefördert werden können. Die Studie ist im Prätest-Posttest-Follow-up-Design mit einer Experimental- und einer den konventionellen Grundunterricht absolvierenden Kontrollgruppe konzipiert.
Die Ergebnisse zeigen signifikante Verbesserungen in beiden Untertests zur Phonemwahrnehmung, in 2 von 4 Untertests zur phonologischen Bewusstheit in allen Untertests zu Lesegeschwindigkeit und Leseverständnis sowie im lautgetreuen Schreiben. In allen Bereichen, mit Ausnahme der Lesegeschwindigkeit, hielten Trainingseffekte bis 3 Monate nach Trainingsende an. In der Nachbefragung beurteilten 37 von 41 Kinder Lautarium mit der bestmöglichen Bewertung. Die technischen Herausforderungen des Programms wurden nach Aussagen der Lehrer von den Kindern gut bewältigt. Somit kann geschlussfolgert werden, dass Lautarium für den Einsatz in der Schuleingangsphase im Zuge des Förderunterrichts oder zur Binnendifferenzierung uneingeschränkt empfohlen werden kann.
The present study investigated the effects of two methods of shared book reading on children´s emergent literacy skills, such as language skills (expressive vocabulary and semantic skills) and grapheme awareness, i.e. before the alphabetic phase of reading acquisition (Lachmann & van Leeuwen, 2014) in home and in kindergarten contexts. The two following shared book reading methods were investigated: Method I - literacy enrichment: 200 extra children's books were distributed in kindergartens and children were encouraged every week to borrow a book to take home and read with their parents. Further, a written letter was sent to the parents encouraging them to frequently read the books with their children at home. Method II - teacher training: kindergarten teachers participated in structured training which included formal instruction on how to promote child language development through shared book reading. The training was an adaptation of the Heidelberger Interaktionstraining für pädagogisches Fachpersonal zur Förderung ein- und mehrsprachiger Kinder - HIT (Buschmann & Jooss, 2011). In addition, the effects of the two methods in combination were investigated. Three questions were addressed in the present study: (1) What effect does method I (literacy enrichment), method II (teacher training) and the combination of both methods have on children's expressive vocabulary? (2) What effect does method I (literacy enrichment), method II (teacher training) and the combination of both methods have on children's semantic skills? (3) What effect does method I (literacy enrichment), method II (teacher training) and the combination of both methods have on children's grapheme awareness? Accordingly, 69 children, ranged in age from 3;0 to 4;8 years, were recruited from four kindergartens in the city of Kaiserslautern, Germany. The kindergartens were divided into: kindergarten 1 – Method I (N = 13); kindergarten 2 - Method II (N = 18); kindergarten 3 - Combination of both methods (N = 17); kindergarten 4 - Control group (N = 21). Half of the participants (N = 35) reported having a migration background. All groups were similar in regards to socioeconomic status and literacy activities at home. In a pre- posttest design, children performed three tests: expressive vocabulary (AWSTR, 3-5; Kiese-Himmel, 2005), semantic skills (SETK, 3-5 subtests ESR; Grimm, 2001), and grapheme awareness which is a task developed with the purpose of testing children’s familiarity with grapheme forms. The intervention period had duration of six months. The data analysis was performed using the software IBM SPSS Statistics version 22. Regarding language skills, Method I showed no significant effects on children expressive vocabulary and semantic skills. Method II showed significant effects for children expressive vocabulary. In addition, the children with migration background took more advantage of the method. Regarding semantic skills, no significant effects were found. No significant effects of the combination of both methods in children's language skills were found. For grapheme awareness, however, results showed positive effects for Method I, and Method II, as well as for the combination of both methods. The combination group, as reported by a large effect size, showed to be more effective than Method I and Method II alone. Moreover, the results indicated that in grapheme awareness, all children (in regards to age, gender, with and without migration background) took equal advantage in all three intervention groups. Overall, it can be concluded with the results of the present study, that by providing access to good books, Method I may help parents involve themselves in the active process of their child's literacy skills development. However, in order to improve language skills, access to books alone showed to be not enough. Therefore, it is suggested that access combined with additional support to parents in how to improve their language interactions with their children is highly recommended. In respect to Method II, the present study suggests that shared book reading through professional training is an important tool that supports children´s language development. For grapheme awareness it is concluded that with the combination of the two performed methods, high exposure to shared book reading helps children to informally learn about the surface characteristics of print, acquire some familiarity with the visual characteristics of the letters and learn to differentiate them from other visual patterns. Finally, it is suggested to organizations and institutions as well as to future research, the importance of having more programs that offer different possibilities to children to have more contact with adequate language interaction as well as more experiences with print through shared book reading as showed in the present study.
Die heutige Epigenetik erfordert eine evolutionstheoretische Neubewertung zum Verhältnis von Entwicklung, Vererbung und Anpassungsfähigkeit der Lebewesen. Heutige Fragen zur Entstehung und Weitergabe epigenetischer Veränderungen reichen zurück bis in die Anfänge mytho-, theo- und kosmologischer Betrachtungen. Platon, Augustinus und Cusanus lösen metaphysische Probleme des Anfangs durch einen Übergang vom Sein zum Werden. Eine Übertragung kosmologischer Konzepte in die Embryologie findet sowohl bei Aristoteles als auch in der Renaissance statt. Harvey und Wolff beschreiben die Epigenese in Anlehnung an die kosmologische Revolution von Planeten und Gestirnen als epigenetische Revolution von Henne und Ei. Die Transformation von der zeitlosen, natürlichen Ordnung zu einer Genealogie der Natur und der Triumph der Epigenesis-Theorie über die Präformationslehre ermöglichen zu Beginn des 19. Jahrhundert eine Biologie, die in ihren epigenetischen Grundannahmen unterschiedliche Autoren wie Goethe, Schelling, Lamarck, Mendel und Darwin verbindet. Mit der Umdeutung der revolutionären Epigenese bei Lamarck werden onto- und phylogenetische Prozesse unterscheidbar, deren Verhältnis bei Darwin und in den postdarwinschen Debatten durch verschiedene Theorien der Entwicklung, Vererbung und Anpassung bestimmt wird. Schon bei Darwin kommt es zu einer pangenetischen Synthese von neolamarckistischen, selektions- und organisationstheoretischen Mechanismen der Anpassung. In der ersten Hälfte des 20. Jahrhunderts entsteht die heute noch prägende genetische Evolutionstheorie, bei der Entwicklung und Anpassung vererbungs- und selektionstheoretisch verengt werden. Mit Waddingtons Epigenetik wird das Verhältnis von Onto- und Phylogenese durch die epigenetische Landschaft verräumlicht und das Konzept der Anpassungsfähigkeit konkretisiert. Die Molekularisierung von genetischer und epigenetischer Evolution lässt epigenetische Fragen der Biologie des 19. Jahrhunderts und das protobiologische Erbe wieder aktuell werden. Epigenetische Evolution beruht auf einer Synergie von natürlicher Selektion und epigenetischer Systemdynamik. Diese Synergie erzeugt anpassungs- und lernfähige Organismen, die auf ihre eigene Entwicklung, Vererbung und Anpassungsfähigkeit Einfluss nehmen können. Mit den jüngsten theoretischen Entwicklungen der Epigenetik hat eine Temporalisierung des biologischen Informationsverständnisses begonnen. Aufgabe der genealogischen Annäherung ist die Erhellung dieser historischen Entwicklung und ihrer Relevanz für die heutige Theoriebildung.
The present research combines different paradigm in the area of visual perception of letter and words. These experiments aimed to understand the deficit underlying the problem associated with the faulty visual processing of letters and words. The present work summarizes the findings from two different types of population: (1) Dyslexics (reading-disabled children) and (2) Illiterates (adults who cannot read). In order to compare the results, comparisons were made between literate and illiterate group; dyslexics and control group (normal reading children). Differences for Even related potentials (ERP’s) between dyslexics and control children were made using mental rotation task for letters. According to the ERP’s, the effect of the mental rotation task of letter perception resulted as a delayed positive component and the component becomes less positive when the task becomes more difficult (Rotation related Negativity – RRN). The component was absent for dyslexics and present for controls. Dyslexics also showed some late effects in comparison to control children and this could be interpreted as problems at the decision stage where they are confused as to the letter is normal or mirrored. Dyslexics also have problems in responding to the letters having visual or phonological similarities (e.g. b vs d, p vs q). Visually similar letters were used to compare dyslexics and controls on a symmetry generalization task in two different contrast conditions (low and high). Dyslexics showed a similar pattern of response, and were overall slower in responding to the task compared to controls. The results were interpreted within the framework of the Functional Coordination Deficit (Lachmann, 2002). Dyslexics also showed delayed response in responding to the word recognition task during motion. Using red background decreases the Magnocellular pathway (M-pathway) activity, making more difficult to identify letters and this effect was worse for dyslexics because their M-pathway is weaker. In dyslexics, the M-pathway is worse; using a red background decreases the M activity and increases the difficulty in identifying lexical task in motion. This effect generated worse response to red compared to the green background. The reaction times with red were longer than those with green background. Further, Illiterates showed an analytic approach to responding to letters as well as on shapes. The analytic approach does not result from an individual capability to read, but is a primary base of visual organization or perception.
The Event Segmentation Theory (Kurby & Zacks, 2008; Zacks, Speer, Swallow, Braver, & Reynolds, 2007) explains the perceptual organization of an ongoing activity into meaningful events. The classical event segmentation task (Newtson, 1973) involves watching an online video and indicating with key presses the event boundaries, i.e., when one event ends and the next one begins. The resulting hierarchical organization of object-based coarse events and action-based fine events gives insight into various cognitive processes. I used the Event Segmentation Theory to develop assistance and training systems for assembly workers in industrial settings at various levels - experts, new hires, and intellectually disabled people. Therefore, the first scientific question I asked was whether online and offline event segmentation result in the same event boundaries. This is important because assembly work requires not only watching activities online but processing the information offline, e.g., while performing the assembly task. By developing a special software tool that enables assessment of offline event boundaries, I established that online perception and offline elaboration lead to similar event boundaries. This study supports prior work suggesting that instructions should be structured around event boundaries.
Secondly, I investigated the importance of fine versus coarse event boundaries when learning the sequence of steps in virtual training, both for novices and experts in car door assembly. I found memory, tested by ability to predict the next frame, to be enhanced for object-based coarse events from the nearest fine event boundary. However, virtual training did not improve memory for action-based fine events from the nearest coarse event boundary. I conjecture that trainees primarily acquire the sequence of object-based coarse events in an initial training. Based on differences found in memory performance between experts and novices, I conclude that memory for action-based fine events is dependent on expertise.
Thirdly, I used the Event Segmentation Theory to investigate whether the simple and repetitive assembly tasks offered at workshops for intellectually disabled persons utilize their full cognitive potential. I analyzed event segmentation performance of 32 intellectually disabled persons compared to 30 controls using a variety of event segmentation measures. I found specific deficits in event boundary detection and hierarchical organization of events for the intellectually disabled group. However, results suggest that hierarchical organization is task-dependent. Because the event segmentation task accounted for differences in general cognitive ability, I propose the event segmentation task as diagnostic method for the need for support in executing assembly tasks.
Based on these three studies, I argue that the Event Segmentation Theory offers a framework for assessment and assistance of important attentional, perceptual, and memory processes related to assembly tasks. I demonstrate how practical applications can make use of this framework for the development of new computer-based assistance and training systems that are tailored to the users’ need for support and improve their quality of life.
The present work investigated three important constructs in the field of psychology: creativity, intelligence and giftedness. The major objective was to clarify some aspects about each one of these three constructs, as well as some possible correlations between them. Of special interest were: (1) the relationship between creativity and intelligence - particularly the validity of the threshold theory; (2) the development of these constructs within average and above-average intelligent children and throughout grade levels; and (3) the comparison between the development of intelligence and creativity in above-average intelligent primary school children that participated in a special program for children classified as “gifted”, called Entdeckertag (ET), against an age-class- and-IQ matched control group. The ET is a pilot program which was implemented in 2004 by the Ministry for Education, Science, Youth and Culture of the state of Rhineland-Palatinate, Germany. The central goals of this program are the early recognition of gifted children and intervention, based on the areas of German language, general science and mathematics, and also to foster the development of a child’s creativity, social ability, and more. Five hypotheses were proposed and analyzed, and reported separately within five chapters. To analyze these hypotheses, a sample of 217 children recruited from first to fourth grade, and between the ages of six and ten years, was tested for intelligence and creativity. Children performed three tests: Standard Progressive Matrices (SPM) for the assessment of classical intelligence, Test of Creative Thinking – Drawing Production (TCT-DP) for the measurement of classical creativity, and Creative Reasoning Task (CRT) for the evaluation of convergent and divergent thinking, both in open problem spaces. Participants were divided according to two general cohorts: Intervention group (N = 43), composed of children participating in the Entdeckertag program, and a non-intervention group (N = 174), composed of children from the regular primary school. For the testing of the hypotheses, children were placed into more specific groups according to the particular hypothesis that was being tested. It could be concluded that creativity and intelligence were not significantly related and the threshold theory was not confirmed. Additionally, intelligence accounted for less than 1% of the variance within creativity; moreover, scores on intelligence were unable to predict later creativity scores. The development of classical intelligence and classical creativity throughout grade levels also presented a different pattern; intelligence grew increasingly and continually, whereas creativity stagnated after the third grade. Finally, the ET program proved to be beneficial for classical intelligence after two years of attendance, but no effect was found for creativity. Overall, results indicate that organizations and institutions such as schools should not look solely to intelligence performance, especially when aiming to identify and foster gifted or creative individuals.
From an evolutionary point of view, it can be assumed that visual processing and rapid detection of potentially dangerous stimuli in the environment (e.g., perilous animals) is highly adaptive for all humans. In the present dissertation, I address three research questions; (1) Is information processing of threatening stimuli enhanced in individuals with specific phobias? (2) Are there any differences between the different types of phobia (e.g., spider phobia vs. snake phobia)? (3) Is the frequently reported attentional bias of individuals with specific phobias - which may contribute to an enhancement in information processing – also detectable in a prior entry paradigm? In Experiments 1 to 3 of the present thesis non-anxious control, spider-fearful, snake-fearful, and blood-injection-injury-fearful participants took part in the study. We applied in each experiment a response priming paradigm which has a strong theoretical (cf. rapid-chase theory; Schmidt, Niehaus, & Nagel, 2006; Schmidt, Haberkamp, Veltkamp et al., 2011) as well as empirical background (cf. Schmidt, 2002). We show that information processing in fearful individuals is indeed enhanced for phobic images (i.e., spiders for spider-fearful participants; injuries for blood-injury-injection(BII)-fearful individuals). However, we found marked differences between the different types of phobia. In Experiment 1 and 2 (Chapter 2 and 3), spiders had a strong and specific influence in the group of spider-fearful individuals: Phobic primes entailed the largest priming effects, and phobic targets accelerated responses, both effects indicating speeded response activation by phobic images. In snake-fearful participants (Experiment 1, Chapter 2), this processing enhancement for phobic material was less pronounced and extended to both snake and spider images. In Experiment 3 (Chapter 4), we demonstrated that early information processing for pictures of small injuries is also enhanced in BII-fearful participants, even though BII fear is unique in that BII-fearful individuals show opposite physiological reactions when confronted with the phobic stimulus compared to individuals with animal phobias. These results show that already fast visuomotor responses are further enhanced in spider- and BII-fearful participants. Results give evidence that responses are based on the first feedforward sweep of neuronal activation proceeding through the visuomotor system. I propose that the additional enhancement in spider- and BII-fearful individuals depend on a specific hardwired binding of elementary features belonging to the phobic object in fearful individuals (i.e., effortless recognition of the respective phobic object via hardwired neuronal conjunctions). I suggest that these hardwired conjunctions developed due to long-term perceptual learning processes. We also investigate the frequently reported attentional bias of phobic individuals and showed that this bias is detectable in temporal order judgments using a prior entry paradigm. I assume that perceptual learning processes might also strengthen the attentional bias, for example, by providing a more salient bottom-up signal that draws attention involuntarily. In sum, I conclude that (1) early information processing of threatening stimuli is indeed enhanced in individuals with specific phobias but that (2) differences between divers types of phobia exist (i.e., spider- and BII-fearful participants show enhanced information of the respective phobic object; though, snake-fearful participants show no specific information processing enhancement of snakes); (3) the frequently reported attentional bias of spider-fearful individuals is also detectable in a prior entry paradigm.
Der „Irrelevant Sound Effect“ besteht in einer Beeinträchtigung der seriellen Wiedergabeleistung für visuell präsentierte Folgen sprachlicher Items durch aufgabenirrelevante Hintergrundgeräusche. Unklar ist jedoch, ob der Irrelevant Sound Effect bei Kindern entwicklungsbedingten Veränderungen unterliegt und welches Arbeitsgedächtnismodell das kindliche Befundmuster am besten abzubilden vermag. Um einen Beitrag zur Klärung dieser Fragestellungen zu leisten, wurden zwei altersvergleichende Experimente zur quantitativen und qualitativen Beschaffenheit des Irrelevant Sound Effect durchgeführt. Experiment 1 prüfte, ob beim Irrelevant Sound Effect Alterseffekte zu verzeichnen sind und ob diese gegebenenfalls durch die Art des Hintergrundschalls (Changing-State- vs. Steady-State-Schall), die Modalität der Aufgabenstellung (auditiv vs. visuell) und/oder die Anforderungen der zu bearbeitenden Aufgabe (serielle Behaltensaufgabe vs. lautanalytische Odd-One-Out-Aufgabe) moderiert werden. Experiment 2 untersuchte etwaige Alterseffekte hinsichtlich des Einflusses der Lautstärke und/oder der Verständlichkeit des Hintergrundschalls. Hervorzuheben ist, dass erstmals Vorschüler berücksichtigt wurden, womit in beiden Studien ein breiter Altersbereich vom Vorschul- bis zum Erwachsenenalter abgedeckt wird.
Wesentliche Erkenntnis ist, dass der Irrelevant Sound Effect entwicklungsbedingten Veränderungen unterliegt, welche zeitlich im Vorschulalter anzusiedeln sind. Vorschüler werden deutlich stärker und umfassender durch Hintergrundschall beeinträchtigt als die übrigen Altersgruppen, die diesbezüglich nicht differieren. Die Effekte irrelevanten Hintergrundschalls scheinen bei Kindern demnach auf zwei qualitativ unterschiedlichen Wirkmechanismen zu fußen: Zunächst erhält irrelevanter Hintergrundschall – entwicklungsunabhängig – obligatorischen, automatischen Zugang zum Arbeitsgedächtnis, wodurch eine Interferenz mit den zu memorierenden Items auftritt. Darüber hinaus ist bei Vorschülern ein zusätzlicher, globalerer, dem Arbeitsgedächtnis vorgelagerter Mechanismus anzunehmen (z.B. gestörte Encodierung der Zielitems) – der Ansatz einer vermehrten Aufmerksamkeitsdistraktion kann stattdessen nicht gestützt werden.
Diese Experimente haben zudem ein Resultat erbracht, dessen nähere Analyse unabhängig vom Entwicklungsaspekt einen wertvollen Beitrag zum modelltheoretischen Diskurs verspricht: Ein irrelevantes Hintergrundsprechen bewirkte nicht nur bei der seriellen Behaltensaufgabe, sondern auch bei einer lautanalytischen Aufgabe eine signifikante Leistungsverschlechterung. Da die gängigen Arbeitsgedächtnismodelle zur Erklärung des Irrelevant Sound Effect hinsichtlich ihrer Annahmen potentiell lärmsensitiver Aufgaben differieren, wurde eine zweite, auf Erwachsene beschränkte Experimentalserie angeschlossen, deren Ergebnisse wie folgt zusammengefasst werden können: Die Leistungsminderung in der lautanalytischen Aufgabe ist vermutlich auf die phonologische Anforderung per se zurückzuführen, da der Effekt aufgehoben wird, wenn anstelle der phonologischen Analyse eine semantische gefordert wird (Experiment 3). Der phonologische Charakter ist jedoch nicht nur bei der Aufgabenstellung eine kritische Größe, sondern auch beim Hintergrundschall: Während Hintergrundsprechen einen Irrelevant Sound Effect provoziert, vermag Nichtsprache vergleichbarer Komplexität (spektral rotierte Sprache) dies nicht zu leisten (Experiment 5). Dies ist als Indiz dafür zu werten, dass über den temporal-spektralen Verlauf hinausgehende Parameter existieren müssen, die den Irrelevant Sound Effect modellieren. Die phonologische Ähnlichkeit zwischen den Stimuli der Primäraufgabe und der Distraktoren (Between-Stream Phonological Similarity Effect) scheint hingegen keinen Einfluss zu nehmen (Experiment 4). Zusammenfassend bevorzugt das Befundmuster Modelle, die zur Erklärung des Phänomens auf modalitätsspezifische Interferenzen mit phonologischen Repräsentationen im Arbeitsgedächtnis rekurrieren.
When stimulus and response overlap in a choice-reaction task, enhanced performance can be observed. This effect, the so-called Stimulus-Response Compatibility (SRC) has been shown to appear for a variety of different stimulus features such as numerical or physical size, luminance, or pitch height. While many of these SRC effects have been investigated in an isolated manner, only fewer studies focus on possible interferences when more than one stimulus dimension is varied. The present thesis investigated how the SRC effect of pitch heights, the so-called SPARC effect (Spatial Pitch Associations of Response Codes), is influenced by additionally varied stimulus information. In Study 1, the pitch heights of presented tones were varied along with timbre categories under two different task and pitch range conditions and with two different response alignments. Similarly, in Study 2, pitch heights as well as numerical values were varied within sung numbers under two different task conditions. The results showed simultaneous SRC effects appearing independently of each other in both studies: In Study 1, an expected SRC effect of pitch heights with horizontal responses (i.e., a horizontal SPARC effect) was observed. More interestingly, an additional and unexpected SRC effect of timbre with response sides presented itself independently of this SPARC effect. Similar results were obtained in Study 2: Here, an SRC effect for pitch heights (SPARC) and an SRC effect for numbers (i.e., SNARC or Spatial Numerical Associations of Response Codes, respectively) were observed and again the effects did not interfere with each other. Thus, results indicate that SPARC with horizontal responses does not interfere with SRC effects of other, simultaneously varied stimulus dimensions. These findings are discussed within the principle of polarity correspondence and the dimensional overlap model as theoretical accounts for SRC effects. In sum, it appears that the different types of information according to varied stimulus dimensions enter the decision stage of stimulus processing from separate channels.
Perceptual grouping is an integral part of visual object recognition. It organizes elements within our visual field according to a set of heuristics (grouping principles), most of which are not well understood. To identify their temporal processing dynamics (i.e., to identify whether they rely on neuronal feedforward or recurrent activation), we introduce the primed flanker task that is based on a firm empirical and theoretical background. In three sets of experiments, participants responded to visual stimuli that were either grouped by (1) similarity of brightness, shape, or size, (2) symmetry and closure, or (3) Good Gestalt. We investigated whether these grouping cues were effective in rapid visuomotor processing (i.e., in terms of response times, error rates, and priming effects) and whether the results met theory-driven indicators of feedforward processing. (1) In the first set of experiments with similarity cues, we varied subjective grouping strength and found that stronger grouping in the targets enhanced overall response times while stronger grouping in the primes enhanced priming effects in motor responses. We also obtained differences between rapid visuomotor processing and the subjective impression with cues of brightness and shape but not with cues of brightness and size. These results show that the primed flanker task is an objective measure for comparing different feedforward-transmitted groupings. (2) In the second set of experiments, we used the task to study grouping by symmetry and grouping by closure that are more complex than similarity cues. We obtained results that were mostly in accordance with a feedforward model. Some other factors (line of view, orientation of the symmetry axis) were irrelevant for processing of symmetry cues. Thus, these experiments suggest that closure and (possibly) viewpoint-independent symmetry cues are extracted rapidly during the first feedforward wave of neuronal processing. (3) In the third set of experiments, we used the task to study grouping by Good Gestalt (i.e., visual completion in occluded shapes). By varying the amount of occlusion, we found that the processing was in accordance with a feedforward model only when occlusion was very limited. Thus, these experiments suggest that Good Gestalt is not extracted rapidly during the first feedforward wave of neuronal processing but relies on recurrent activation. I conclude (1) that the primed flanker task is an excellent tool to identify and compare the processing characteristics of different grouping cues by behavioral means, (2) that grouping strength and other factors are strongly modulating these processing characteristics, which (3) challenges a dichotomous classification of grouping cues based on feedforward vs. recurrent processing (incremental grouping theory, Roelfsema, 2006), and (4) that a focus on temporal processing dynamics is necessary to understand perceptual grouping.