Stimuli caused by our own voluntary actions receive a special treatment in the brain. In auditory processing, the N1 and/or P2 components of the auditory event-related brain potential (ERP) to self-initiated sounds are attenuated compared to passive sound exposure, which has been interpreted as an indicator of a predictive internal forward mechanism. Such a predictive mechanism enables differentiating the sensory consequences of one´s own actions from other sensory input and allows the mind to attribute actions to agents and particularly to the self, usually called the “sense of agency”. However, the notion that N1 and/or P2 attenuation effects to self-initiated sounds reflect internal forward model predictions is still controversial. Furthermore, little is known about the relationship between N1 and/or P2 attenuation effects and the sense of agency. Thus, the aim of the present thesis was to further investigate the nature of the N1 and/or P2 attenuation effect to self-initiated sounds and to examine its specific relationship to the sense of agency. The present thesis provides evidence that N1 and/or P2 attenuation effects to self-initiated sounds are mainly determined by movement intention and predictive internal motor signals involved in movement planning and rules out non-predictive explanations of these effects. Importantly, it is shown that sensory attenuation effects in audition are directly related to the feeling of agency, but occur independent of agency judgments. Taken together, the present thesis supports the assumptions of internal forward model theories.

Stimuli caused by our own voluntary actions receive a special treatment in the brain. In auditory processing, the N1 and/or P2 components of the auditory event-related brain potential (ERP) to self-initiated sounds are attenuated compared to passive sound exposure, which has been interpreted as an indicator of a predictive internal forward mechanism. Such a predictive mechanism enables differentiating the sensory consequences of one´s own actions from other sensory input and allows the mind to attribute actions to agents and particularly to the self, usually called the “sense of agency”. However, the notion that N1 and/or P2 attenuation effects to self-initiated sounds reflect internal forward model predictions is still controversial. Furthermore, little is known about the relationship between N1 and/or P2 attenuation effects and the sense of agency. Thus, the aim of the present thesis was to further investigate the nature of the N1 and/or P2 attenuation effect to self-initiated sounds and to examine its specific relationship to the sense of agency. The present thesis provides evidence that N1 and/or P2 attenuation effects to self-initiated sounds are mainly determined by movement intention and predictive internal motor signals involved in movement planning and rules out non-predictive explanations of these effects. Importantly, it is shown that sensory attenuation effects in audition are directly related to the feeling of agency, but occur independent of agency judgments. Taken together, the present thesis supports the assumptions of internal forward model theories.

Kindertagesbetreuung befindet sich in einem Prozess steigender fachlicher Anforderungen, die dem neuen Bildungsverständnis, der veränderten Kindheit und der damit einhergehenden veränderten Sichtweise auf das Kind auf Grundlage aktuellster wissenschaftlicher Erkenntnisse aus der Neurobiologie entsprechen müssen.

Stippvisite in einer hochmodernen Schule anlässlich des „Tages der offenen Tür“ am 2. März 2016, wo wissbegierige Schüler der Ludwig-Richter-Schule Lotzdorf und ihre Gäste die Möglichkeit wahrnahmen, ihren Wissensdrang und Experimentierwillen auf den unterschiedlichsten Gebieten und an den verschiedensten Objekten selbständig auszuprobieren. So auch an dem Torso eines menschlichen Körpers, der mit Wissbegier mit all seinen Innereien auseinandergenommen und wieder zusammengesetzt wurde. Dabei stellten Schüler dann fest, dass „die Galle noch vergessen wurde und herumlag...“ - auf dem Schultisch. Die hochmoderne Ausstattung der Unterrichtsräume mit Computern, Arbeits- und Unterrichtsmaterialien bis hin zu interaktiven Tafeln (Whiteboards), großen berührungssensitiven Computerbildschirmen, auf denen man zur Bereicherung des Unterrichts digital schreiben, surfen, projizieren, mailen und auch Audios und Videos einfach abspielen kann, zeigt eine Schule auf höchstem Niveau.