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IPfalzklinik Landeck, Klingenmtinstcr, 2Zentralkrankenhaus Gauting, Gauting, 3Institut for die P~.dagogik der Naturwissenschaften, Kiel, 4Karl-Hansen Klinik, Bad Lippspringe, 5Neurologische Universit~itsklinik, Wien Schliisselwo'rter Schlafst6rungen -Tagesschl~ifrigkeit -Leistungsf~ihigkeit -Schlafentzug -Aufmerksamkeit -Neuropsychologie. SummarySleepiness and performance decrements are one of the most prominent symptoms in sleep disorders. The examination of sleepiness related social risks in sleep medicine, like e.g. driving capacity or working capability is still an open problem. Because of the lack of an exact definition of the term sleepiness, the inappropriate use of sleepiness related diagnostic tools and the complexity of the methods itself, there are several difficulties in the diagnostic procedure of daytime sleepiness. From a neuropsychological point of view the theoretical basis of sleepiness and influencing variables in the assessment of daytime sleepiness are discussed. With respect to sleep deprivation studies a neuropsychological concept for the assessment of sleepiness related symptoms is proposed. Task and personality related factors, the influence of circadian rhythms and variables of situation and their control in the situation of investigation are shown.

The Institute for Science Education (IPN) in Kiel, Germany, has a long tradition in environmental education research, material and instruction development, and teacher education. This paper presents its research program on "Factors of Environmental Activity" consisting, at present, of three empirical research studies. These projects share a common theoretical model, the Integrated Action Model, describing the environmental action generating process. Study 1 evaluates the validity of this model; Study 2 appIies it to evaluate the effects of school environmental instruction; Study 3 applies it to evaluate the effects of nature experience. As this research pertains to Germany, a description of the school system and institutionalisation of environmental instruction is included.The research pro~am "Factors of Environmental Activity," conducted at the Institute of Science Education (IPN) in Kiel, Germany, evolved following developments both in the institutionalisation of and research in environmental education. These developments pertain predominantly to West-Germany and to the time coinciding with and following the environmental movement at the beginning of the 1970s. As this research mainly deals with school aged subjects and the school setting, a description of the West German school system is included. Following this section, our investigation of the issue of environmental action motivation is outlined from which three empirical research projects have evolved. Each of these projects is described. The report concludes with a discussion. tnstitutionalisation of Environmental Education in German Schools Definition of Environmental EducationThe term "environmental education" is widely used, but it has no single, indisputable meaning. Lucas (1980) classified this term in the categories "education about the environment," "education for the environment" and "education in the environment" and mixed categories. Education about the environment is concerned with providing a cognitive understanding of the issues. Education for the environment is directed toward environmental preservation and is characterised by particular purposes or aims. Education in the environment is characterised by the technique of stressing direct contact in physical and social environments outside the classroom. Environmental education in Germany reflects all these qualities. For research purposes it is necessary to distinguish among these qualities. Without further inquiry, it is often difficult to determine what exactly is meant when the term environmental education is used. Where relevant and where possible we will be try to be explicit about which of these categories is meant. DEMPSEY ET AL. Recommendations for Environmental Education in German SchoolsSeveral international workshops and governmental conferences document the ~owing importance of international cooperation in contemporary environmental education issues. For example, environmental education was first defined at the IUCN (International Workshop on Environmental Education) in Nev...

Zusammenfassung Auf der Grundlage eines neuropsychologischen Modells nach Posner & Rafal (Meier, Ben­ton, Diller, Hrsg.: Neuropsychological Rehabilitation. Churchill Linvingstone, Edinburgh, pp 182  201, 1987) zur Aufmerksamkeit werden heute gängige Untersuchungsverfahren zur Diagnostik müdigkeits‐ und schläfrigkeitsbezogener Einschränkungen dargestellt. Elektrophysiologische und testpsychologische multimodale Verfahren, die im deutschsprachigen Raum Anwendung finden, sind ein besonderer Schwerpunkt der Überprüfung: z. B. der Multiple Schlaf‐Latenz Test (MSLT), der Multiple‐Wachbleibe‐Test (MWT), der Pupillographische Schläfrigkeitstest (PST), computergestützte Untersuchungsverfahren des Wiener Testsystems (WT), der Testbatterie zur Aufmerksamkeitsprüfung (TAP) und subjektive Fragebogenverfahren, wie die Epworth Sleepiness Scale und die Stanford Sleepiness Scale (SSS). Besonders die diagnostischen Gütekriterien, wie Objektivität, Reliabilität, Validität und Normierung der einzelnen Untersuchungsmethoden werden berücksichtigt. Methoden ohne testtheoretische Absicherung oder ohne Normierung werden nicht aufgeführt. Auf in der Untersuchungssituation zu beachtende spezifische Besonderheiten der jeweiligen Untersuchungsmethoden wird eingegangen. Es zeigt sich, dass für die meisten gebräuchlichen Verfahren eine wissenschaftliche Überprüfung testtheoretischer Gütekriterien nicht gegeben ist. Auch liegt häufig keine wissenschaftliche Normierung der Verfahren an einer ausreichenden Zahl von Probanden oder Patienten vor. Zukünfige Entwicklungen neuer Untersuchungsinstrumente sollten diesen Kritikpunkten Rechnung tragen. Für in der Schlafmedizin etablierte Verfahren wie den MSLT oder den MWT sind wissenschaftliche Normierungen dringend zu fordern.

In obstructive sleep apnea patients, who intermittently stop breathing at night for some seconds, functions of vigilance and attention seem to be impaired. The aim of our study was to investigate if nocturnal hypoxia as one possible detrimental factor is associated with the degree of modality shift effect expressing attention function at a very basic level of information processing. For the first time an experimental approach was applied to examine attention deficits in sleep apnea patients. Correlation analyses between pathophysiological parameters and attention function revealed a stronger association for the modality shift effect than for simple reaction times.