IntroductionBreast cancer is the most prevalent cancer among women. In Germany, women are invited to a population-based mammography screening programme for the first time at the age of 50. Since it is still discussed whether the benefits of mammography screening outweigh its harms, the concept of informed choice has gained importance. The objective of this cross-sectional study is to assess the proportion of informed choices in the mammography screening programme. A special focus is on the examination of the impact of Turkish migration background and educational level on informed choices.Methods and analysisThe proportion of informed choices is evaluated in a cross-sectional study with 3-month follow-up for behavioural implementation of the screening intention. A randomly selected sample of 17 000 women aged 50 years living in Westphalia-Lippe, a region in the Federal State of North-Rhine Westphalia, is invited to participate in this study. To reach adequate numbers of Turkish women, all possibly Turkish women in the sample are identified through a name algorithm and contacted. The sample is drawn from women registered in the study area for which the registration offices consented to supply data for the study (88% of all towns/cities in the study region). Women identified through the Turkish name algorithm received all materials in German and Turkish. The primary outcome is informed choice. Data are collected on informed choice components (knowledge, attitude, decision/implementation) as well as on its possible determinants (eg, health behaviour, perceived behavioural control, subjective norms, invitation status, migration background and other demographic variables). Data are collected before the screening appointment and at 3 months follow-up. Ethics and disseminationThe study was approved by the ethical committee of the Medical Faculty of Muenster University. Results will be published in a relevant scientific journal and communicated to respondents and relevant institutions.

Intelligence has been declared as a necessary but not sufficient condition for creativity, which was subsequently (erroneously) translated into the so-called threshold hypothesis. This hypothesis predicts a change in the correlation between creativity and intelligence at around 1.33 standard deviations above the population mean. A closer inspection of previous inconclusive results suggests that the heterogeneity is mostly due to the use of suboptimal data analytical procedures. Herein, we applied and compared three methods that allowed us to handle intelligence as a continuous variable. In more detail, we examined the threshold of the creativity-intelligence relation with (a) scatterplots and heteroscedasticity analysis, (b) segmented regression analysis, and (c) local structural equation models in two multivariate studies (N1 = 456; N2 = 438). We found no evidence for the threshold hypothesis of creativity across different analytical procedures in both studies. Given the problematic history of the threshold hypothesis and its unequivocal rejection with appropriate multivariate methods, we recommend the total abandonment of the threshold.

This paper aims at a cross-lingual analysis of coreference to abstract entities in Czech and German, two languages that are typologi- cally not very close, since they belong to two different language groups – Slavic and Ger- manic. We will specifically focus on coref- erence chains to abstract entities, i.e. verbal phrases, clauses, sentences or even longer text passages. To our knowledge, this type of re- lation is underinvestigated in the current state- of-the-art literature.

The present paper describes an attempt to create an interoperable scheme using existing annotations of textual phenomena across languages and genres including non-canonical ones. Such a kind of analysis requires annotated multilingual resources which are costly. Therefore, we make use of annotations already available in the resources for English, German and Czech. As the annotations in these corpora are based on different conceptual and methodological backgrounds, we need an interoperable scheme that covers existing categories and at the same time allows a comparison of the resources. In this paper, we describe how this interoperable scheme was created and which problematic cases we had to consider. The resulting scheme is supposed to be applied in the future to explore contrasts between the three languages under analysis, for which we expect the greatest differences in the degree of variation between non-canonical and canonical language.

Visualization of object-oriented programs by class diagrams is a widely used technique. So far no commonly agreed aesthetic criteria have been recorded in order to standardize and measure the quality of class diagrams. In this paper we focus on UML class diagrams, the standard notation for class diagrams in software engineering. We propose some aesthetic criteria which reflect the highly sophisticated features of UML class diagrams, a layout algorithm which respects all these features, and an implementation of a graph drawing framework which is able to produce drawings according to these criteria.

The rise of large language models has generated an online boom in AI-written literature across genres as diverse as bedtime stories for children, sci-fi novellas, autobiographies, and romance novels. But if we can generate entire volumes with nothing but a prompt or two, how will books be conceived in the future? And what impact will ChatGPT have on our notion of literature?

Algorithmic governance as a key concept in controversies around the emerging digital society highlights the idea that digital technologies produce social ordering in a specific way. Starting with the origins of the concept, this paper portrays different perspectives and objects of inquiry where algorithmic governance has gained prominence ranging from the public sector to labour management and ordering digital communication. Recurrent controversies across all sectors such as datafication and surveillance, bias, agency and transparency indicate that the concept of algorithmic governance allows to bring objects of inquiry and research fields that had not been related before into a joint conversation. Short case studies on predictive policy and automated content moderation show that algorithmic governance is multiple, contingent and contested. It takes different forms in different contexts and jurisdictions, and it is shaped by interests, power, and resistance.

This paper offers a critical synthesis of the articles in this Special Issue with a view to assessing the concept of “algorithmic regulation” as a mode of social coordination and control articulated by Yeung in 2017. We highlight significant changes in public debate about the role of algorithms in society occurring in the last five years. We also highlight prominent themes that emerge from the contributions, illuminating what is distinctive about the concept of algorithmic regulation, reflecting upon some of its strengths, limitations, and its relationship with the broader research field. In closing, we argue that the core concept is valuable and maturing. It has evolved into an analytical bridge that fosters cross-disciplinary development and analysis in ways that enrich its early “skeletal” form, thereby enabling careful and context-sensitive analysis of algorithmic regulation in concrete settings while facilitating critical reflection concerning the legitimacy of existing and proposed regulatory regimes.

Corticotropin-releasing hormone (CRH) is a major regulator of the hypothalamic–pituitary–adrenal axis. Binding to its receptor CRHR1 triggers the downstream release of the stress response-regulating hormone cortisol. Biochemical, behavioral and genetic studies revealed CRHR1 as a possible candidate gene for mood and anxiety disorders. Here we aimed to evaluate CRHR1 as a risk factor for panic disorder (PD). Allelic variation of CRHR1 was captured by 9 single-nucleotide polymorphisms (SNPs), which were genotyped in 531 matched case/control pairs. Four SNPs were found to be associated with PD, in at least one sub-sample. The minor allele of rs17689918 was found to significantly increase risk for PD in females after Bonferroni correction and furthermore decreased CRHR1 mRNA expression in human forebrains and amygdalae. When investigating neural correlates underlying this association in patients with PD using functional magnetic resonance imaging, risk allele carriers of rs17689918 showed aberrant differential conditioning predominantly in the bilateral prefrontal cortex and safety signal processing in the amygdalae, arguing for predominant generalization of fear and hence anxious apprehension. Additionally, the risk allele of rs17689918 led to less flight behavior during fear-provoking situations but rather increased anxious apprehension and went along with increased anxiety sensitivity. Thus reduced gene expression driven by CRHR1 risk allele leads to a phenotype characterized by fear sensitization and hence sustained fear. These results strengthen the role of CRHR1 in PD and clarify the mechanisms by which genetic variation in CRHR1 is linked to this disorder.

Ein zentrales Konzept jeder konstruktivistisch geprägten Auffassung von Lernen ist, dass das Vorwissen, die Präkonzepte und ggf. Fehlvorstellungen der Lernenden einen direkten Einfluss auf den Lernprozess haben: sowohl negativ als auch positiv. Speziell für die Informatik gilt, dass Lernende heutzutage von Beginn an in einer Welt aufwachsen, die von informatischen Artefakten und Systemen nahezu vollständig durchdrungen ist. Sie beobachten sie, interagieren mit ihnen und formen so Vorstellungen über ihre Funktionsweisen und Eigenschaften. Sie bilden somit bereits im Alltag und vor dem Beginn jeglicher Schulbildung kohärente Konzeptionen über zentrale Gegenstände und Inhalte der Informatik. Im Rahmen dieses Workshops werden zunächst verschiedene methodische Ansätze und erste Ergebnisse zu Erhebungen solcher Lernervorstellungen vorgestellt. Anschließend sollen diese anhand von drei Leitfragen verglichen und diskutiert werden: Welche Stärken und Schwächen haben die jeweils verwendeten empirischen Methoden bei der Erhebung von Lernervorstellungen in der Informatik? Wie können sie sich ggf. sinnvoll ergänzen? Welche Implikationen haben die erhobenen Vorstellungen für die Unterrichtspraxis?

Background: Early life maltreatment (ELM), borderline personality disorder (BPD), and major depressive disorder (MDD) have been associated with empathy deficits in different domains. Lack of maternal empathy has also been related to child behavioral problems. As ELM, BPD, and MDD often co-occur, we aimed to identify dissociable effects on empathy due to these three factors. In addition, we aimed to investigate their indirect effects via empathy on child psychopathology. Methods: We included 251 mothers with and without MDD (in remission), BPD and ELM and their children, aged 5–12. We used the Interpersonal Reactivity Index as a measure of empathy on four different dimensions (personal distress, empathic concern, perspective taking, and fantasy) and the Child Behavior Checklist as a measure of child psychopathology. Results: Having included all three factors (ELM, MDD, BPD) in one analysis, we found elevated personal distress in MDD and BPD, and lower levels of perspective-taking in BPD, but no effects from ELM on any empathy subscales. Furthermore, we found indirect effects from maternal BPD and MDD on child psychopathology, via maternal personal distress. Conclusion: The present study demonstrated the dissociable effects of maternal ELM, MDD, and BPD on empathy. Elevated personal distress in mothers with BPD and MDD may lead to higher levels of child psychopathology.