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Vampires and nurses are rated differently by younger and older adults. Age-comparative norms of […] Grandy, Thomas H.; Lindenberger, Ulman; Schmiedek, Florian Zeitschriftenbeitrag | In: Behavior Research Methods | 2020 40426 Endnote: Autor*innen: Grandy, Thomas H.; Lindenberger, Ulman; Schmiedek, Florian
Titel: Vampires and nurses are rated differently by younger and older adults. Age-comparative norms of imageability and emotionality for about 2500 German nouns
In: Behavior Research Methods, 52 (2020) , S. 980-989
DOI: 10.3758/s13428-019-01294-2
URN: urn:nbn:de:0111-dipfdocs-232749
URL: https://nbn-resolving.org/urn:nbn:de:0111-dipfdocs-232749
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Junger Erwachsener; Alter Mensch; Vorstellung <Psy>; Emotion; Wort; Verhalten; Wohlbefinden; Kognitive Kompetenz; Gedächtnis; Leistungsfähigkeit; Semantik; Phonologie; Altersgruppe; Vergleich; Experimentelle Untersuchung; Deutschland
Abstract: Imageability and emotionality ratings for 2592 German nouns (3-10 letters, one to three phonological syllables) were obtained from younger adults (21-31 years) and older adults (70-86 years). Valid ratings were obtained on average from 20 younger and 23 older adults per word for imageability, and from 18 younger and 19 older adults per word for emotionality. The internal consistency (Cronbach's α) and retest rank-order stability of the ratings were high for both age groups (α and r ≥ .97). Also, the validity of our ratings was found to be high, as compared to previously published ratings (r ≥ .86). The ratings showed substantial rank-order stability across younger and older adults (imageability, r = .94; emotionality, r = .85). At the same time, systematic differences between age groups were found in the mean levels of ratings (imageability, d = 0.38; emotionality, d = 0.20) and in the extent to which the rating scales were used (imageability, SD = 24 vs. 19, scale of 0 to 100; emotionality, SD = 26 vs. 31, scale of −100 to 100). At the descriptive level, our data hint at systematically different evaluations of semantic categories regarding imageability and emotionality across younger and older adults. Given that imageability and emotionality have been reported, for instance, as important determinants for the recognition and recall of words, our findings highlight the importance of considering age-specific information in age-comparative cognitive (neuroscience) experimental studies using word materials. The age-specific imageability and emotionality ratings for the 2592 German nouns can be found in the electronic supplementary material 1. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

Using a multilevel random item Rasch model to examine item difficulty variance between random groups Hartig, Johannes; Köhler, Carmen; Naumann, Alexander Zeitschriftenbeitrag | In: Psychological Test and Assessment Modeling | 2020 40525 Endnote: Autor*innen: Hartig, Johannes; Köhler, Carmen; Naumann, Alexander
Titel: Using a multilevel random item Rasch model to examine item difficulty variance between random groups
In: Psychological Test and Assessment Modeling, 62 (2020) 1, S. 11-27
URL: https://www.psychologie-aktuell.com/fileadmin/Redaktion/Journale/ptam-2020-1/02_Hartig.pdf
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Rasch-Modell; Mehrebenenanalyse; Methode; Leistungsfähigkeit; Vergleichsuntersuchung; Simulation
Abstract: In educational assessments, item difficulties are typically assumed to be invariant across groups (e.g., schools or countries). We refer to variances of item difficulties on the group level violating this assumption as random group differential item functioning (RG-DIF). We examine the performance of three methods to estimate RG-DIF: (1) three-level Generalized Linear Mixed Models (GLMMs), (2) three-level GLMMs with anchor items, and (3) item-wise multilevel logistic regression (ML-LR) controlling for the estimated trait score. In a simulation study, the magnitude of RG-DIF and the covariance of the item difficulties on the group level were varied. When group level effects were independent, all three methods performed well. With correlated DIF, estimated variances on the group level were biased with the full three-level GLMM and ML-LR. This bias was more pronounced for ML-LR than for the full three-level GLMM. Using a three-level GLMM with anchor items allowed unbiased estimation of RG-DIF.
Abstract (english): In educational assessments, item difficulties are typically assumed to be invariant across groups (e.g., schools or countries). We refer to variances of item difficulties on the group level violating this assumption as random group differential item functioning (RG-DIF). We examine the performance of three methods to estimate RG-DIF: (1) three-level Generalized Linear Mixed Models (GLMMs), (2) three-level GLMMs with anchor items, and (3) item-wise multilevel logistic regression (ML-LR) controlling for the estimated trait score. In a simulation study, the magnitude of RG-DIF and the covariance of the item difficulties on the group level were varied. When group level effects were independent, all three methods performed well. With correlated DIF, estimated variances on the group level were biased with the full three-level GLMM and ML-LR. This bias was more pronounced for ML-LR than for the full three-level GLMM. Using a three-level GLMM with anchor items allowed unbiased estimation of RG-DIF.
DIPF-Abteilung: Bildungsqualität und Evaluation

A boon and a bane. Comparing the effects of prior knowledge on memory across the lifespan Brod, Garvin; Lee Shing, Yee Zeitschriftenbeitrag | In: Developmental Psychology | 2019 39745 Endnote: Autor*innen: Brod, Garvin; Lee Shing, Yee
Titel: A boon and a bane. Comparing the effects of prior knowledge on memory across the lifespan
In: Developmental Psychology, 55 (2019) 6, S. 1326-1337
DOI: 10.1037/dev0000712
URL: https://psycnet.apa.org/doiLanding?doi=10.1037%2Fdev0000712
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Vorwissen; Wissen; Wirkung; Gedächtnis; Lebensalter; Erinnerung; Fehler; Informationsverarbeitung; Objekt; Raum; Assoziation; Kind; Junger Erwachsener; Alter Mensch; Leistungsfähigkeit; Test; Altersgruppe; Vergleich
Abstract: We tested 6- to 7-year-olds, 18- to 22-year-olds, and 67- to 74-year-olds on an associative memory task that consisted of knowledge-congruent and knowledge-incongruent object-scene pairs that were highly familiar to all age groups. We compared the 3 age groups on their memory congruency effect (i.e., better memory for knowledge-congruent associations) and on a schema bias score, which measures participants' tendency to commit knowledge-congruent memory errors. We found that prior knowledge similarly benefited memory for items encoded in a congruent context in all age groups. However, for associative memory, older adults and, to a lesser extent, children overrelied on their prior knowledge, as indicated by an enhanced congruency effect and schema bias. Functional MRI (fMRI) performed during memory encoding revealed an age-independent Memory × Congruency interaction in the ventromedial prefrontal cortex (vmPFC). Furthermore, the magnitude of vmPFC recruitment correlated positively with the schema bias. These findings suggest that older adults are most prone to rely on their prior knowledge for episodic memory decisions, but that children can also rely heavily on prior knowledge that they are well acquainted with. Furthermore, the fMRI results suggest that the vmPFC plays a key role in the assimilation of new information into existing knowledge structures across the entire life span. vmPFC recruitment leads to better memory for knowledge-congruent information but also to a heightened susceptibility to commit knowledge-congruent memory errors, in particular in children and older adults. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

Momentary working memory performance is coupled with different dimensions of affect for different […] Neubauer, Andreas B.; Dirk, Judith; Schmiedek, Florian Zeitschriftenbeitrag | In: Developmental Psychology | 2019 38831 Endnote: Autor*innen: Neubauer, Andreas B.; Dirk, Judith; Schmiedek, Florian
Titel: Momentary working memory performance is coupled with different dimensions of affect for different children: A mixture model analysis of ambulatory assessment data.
In: Developmental Psychology, 55 (2019) 4, S. 754-766
DOI: 10.1037/dev0000668
URN: urn:nbn:de:0111-pedocs-181292
URL: http://nbn-resolving.org/urn:nbn:de:0111-pedocs-181292
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Grundschüler; Arbeitsgedächtnis; Schuljahr 03; Schuljahr 04; Leistungsfähigkeit; Tagesablauf; Unterschied; Messung; Wohlbefinden; Affekt; Emotionaler Zustand; Wirkung; Kognitive Prozesse; Umwelteinfluss; Einflussfaktor; Faktorenanalyse
Abstract (english): Elementary schoolchildren's working memory performance (WMP) fluctuates from moment to moment and day to day, yet the underlying mechanisms are not well understood. In the present study, affective states were investigated as predictors of these fluctuations. Interindividual differences in the intraindividual affect-WMP associations were expected, and their structure was explored. One hundred nine children (8-11 years) were investigated in an ambulatory assessment. Affective states (positive affect [PA], negative affect [NA], activation, deactivation) and WMP were assessed 3 times daily for up to 31 consecutive days. In the whole sample, WMP was lower at occasions with higher NA or deactivation, while there was no overall effect of PA or activation. Results of a mixture model analysis revealed meaningful heterogeneity in these effects: Approximately half of the children showed comparably weaker effects of affect on WMP, while the other three groups showed (1) comparably stronger negative effects of NA and deactivation; (2) a comparably stronger positive effect of activation; or (3) comparably stronger negative effects of NA and deactivation and stronger positive effects of PA and activation. Findings emphasize the importance of explicitly considering interindividual differences in intraindividual associations. They are discussed in the context of current frameworks of interindividual differences in environmental sensitivity. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

How can we create optimal learning conditions? First, we must recognize that the answer will vary Neubauer, Andreas B. Verschiedenartige Dokumente | 2019 39034 Endnote: Autor*innen: Neubauer, Andreas B.
Titel: How can we create optimal learning conditions? First, we must recognize that the answer will vary
Erscheinungsvermerk: Zürich: Jacobs Foundation, 2019 (BOLD: Blog on Learning & Development)
URL: https://bold.expert/how-can-we-create-optimal-learning-conditions/
Dokumenttyp: 5. Arbeits- und Diskussionspapiere; Arbeits- und Diskussionspapier (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Lernbedingungen; Lernen; Lernerfolg; Arbeitsgedächtnis; Leistungsfähigkeit; Einflussfaktor; Leistungsmessung; Verfahren
Abstract: We know from our own experience that not all days are alike. On some days we feel energetic, determined, and able to concentrate, while on others we are tired, worried, and unable to think straight. This is true of children as well. Fluctuations in their state of mind affect learning, and understanding where these fluctuations come from can help us create optimal learning conditions. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

When generating a prediction boosts learning. The element of surprise Brod, Garvin; Hasselhorn, Marcus; Bunge, Silvia Zeitschriftenbeitrag | In: Learning and Instruction | 2018 38340 Endnote: Autor*innen: Brod, Garvin; Hasselhorn, Marcus; Bunge, Silvia
Titel: When generating a prediction boosts learning. The element of surprise
In: Learning and Instruction, 55 (2018) , S. 22-31
DOI: 10.1016/j.learninstruc.2018.01.013
URN: urn:nbn:de:0111-pedocs-161029
URL: http://nbn-resolving.org/urn:nbn:de:0111-pedocs-161029
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Wissenserwerb; Gedächtnis; Prognose; Geografie; Fußball; Informationsverarbeitung; Kognitive Prozesse; Leistungsfähigkeit; Erwartung; Feedback; Verhalten; Messverfahren; Wirkung; Lernen
Abstract: Using both behavioral and eye-tracking methodology, we tested whether and how asking students to generate predictions is an efficient technique to improve learning. In particular, we designed two tasks to test whether the surprise induced by outcomes that violate expectations enhances learning. Data from the first task revealed that asking participants to generate predictions, as compared to making post hoc evaluations, facilitated acquisition of geography knowledge. Pupillometry measurements revealed that expectancy-violating outcomes led to a surprise response only when a prediction was made beforehand, and that the strength of this response was positively related to the amount of learning. Data from the second task demonstrated that making predictions about the outcomes of soccer matches specifically improved memory for expectancy-violating events. These results suggest that a specific benefit of making predictions in learning contexts is that it creates the opportunity for the learner to be surprised. Implications for theory and educational practice are discussed. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

Specifying the role of the ventromedial prefrontal cortex in memory formation Brod, Garvin; Shing, Yee Lee Zeitschriftenbeitrag | In: Neuropsychologia | 2018 38341 Endnote: Autor*innen: Brod, Garvin; Shing, Yee Lee
Titel: Specifying the role of the ventromedial prefrontal cortex in memory formation
In: Neuropsychologia, 111 (2018) , S. 8-15
DOI: 10.1016/j.neuropsychologia.2018.01.005
URN: urn:nbn:de:0111-dipfdocs-161012
URL: http://www.dipfdocs.de/volltexte/2019/16101/pdf/Brod_Specifying_the_role_of_the_ventromedial_prefrontal_cortex_2018_A.pdf
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Gedächtnis; Wissenserwerb; Wissen; Informationsverarbeitung; Kognitive Prozesse; Leistungsfähigkeit; Arbeitsgedächtnis; Erinnerung; Test; Verfahren; Neurowissenschaften
Abstract: Recent neuroimaging research suggests that the ventromedial prefrontal cortex (vmPFC) plays an important role for successful memory formation that takes place in the context of activated prior knowledge. These findings led to the notion that the vmPFC integrates new information into existing knowledge structures. However, a considerable number of neuroimaging studies that have investigated memory formation in the context of prior knowledge have not found vmPFC involvement. To resolve this inconsistency, we propose a distinction between knowledge-relevance (the degree to which new information can be linked to prior knowledge) and knowledge-congruency (the perceived match between prior knowledge and the to-be-encoded information). We hypothesized that the vmPFC contributes to successful memory formation only when perceived knowledge-congruency is high, independent of knowledge-relevance. We tested this hypothesis in a design that varied both congruency and relevance during memory encoding, which was performed in the MR scanner. As predicted, the results showed that vmPFC contributions to memory formation vary as a function of knowledge-congruency, but not as a function of knowledge-relevance. Our finding contributes to elucidating the seemingly inconsistent findings in the literature and helps to specify the role of the vmPFC in memory formation. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

Age differences in coupling of intraindividual variability in mnemonic strategies and […] Hertzog, Christopher; Lövdén, Martin; Lindenberger, Ulman; Schmiedek, Florian Zeitschriftenbeitrag | In: Psychology and Aging | 2017 38050 Endnote: Autor*innen: Hertzog, Christopher; Lövdén, Martin; Lindenberger, Ulman; Schmiedek, Florian
Titel: Age differences in coupling of intraindividual variability in mnemonic strategies and practice-related associative recall improvements
In: Psychology and Aging, 32 (2017) 6, S. 557-571
DOI: 10.1037/pag0000177
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Gedächtnis; Arbeitsgedächtnis; Junger Erwachsener; Alter Mensch; Gedächtnishilfe; Strategie; Assoziation; Kognitive Prozesse; Leistungsfähigkeit; Wirkung; Effektivität; Leistungssteigerung; Test; Empirische Untersuchung; Vergleich
Abstract: The importance of encoding strategies for associative recall is well established, but there have been no studies of aging and intraindividual variability (IAV) in strategy use during extended practice. We observed strategy use and cued-recall test performance over 101 days of practice in 101 younger adults (M = 25.6 years) and 103 older adults (M = 71.3 years) sandwiched by a pretest and posttest battery including an associative recall test. Each practice session included 2 lists of 12 number-noun paired-associate (PA) items (e.g., 23-DOGS), presented for brief exposures titrated to maintain below-ceiling performance throughout practice. Participants reported strategy use (e.g., rote repetition, imagery) after each test. Substantial IAV in strategy use was detected that was coupled with performance; lists studied with normatively effective strategies (e.g., imagery) generated higher PA recall than lists studied with less effective strategies (e.g., rote repetition). In comparison to younger adults, older adults' practice (a) relied more on repetition and less on effective strategies, (b) showed lower levels of IAV in effective strategy use, and (c) had lower within-person strategy-recall coupling, especially late in practice. Individual differences in pretest-posttest gains in PA recall were predicted by average level of effective strategy use in young adults but by strategy-recall coupling in older adults. Results are consistent with the hypothesis that experiencing variability in strategic outcomes during practice helps hone the effectiveness of strategic encoding behavior, and that older adults' reduced degree of pretest-posttest gains is influenced by lower likelihood of using and optimizing effective strategies through practice. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

Increased instruction hours and the widening gap in student performance Huebener, Mathias; Kuger, Susanne; Marcus, Jan Zeitschriftenbeitrag | In: Labour Economics | 2017 37661 Endnote: Autor*innen: Huebener, Mathias; Kuger, Susanne; Marcus, Jan
Titel: Increased instruction hours and the widening gap in student performance
In: Labour Economics, 47 (2017) , S. 15-34
DOI: 10.1016/j.labeco.2017.04.007
URL: http://www.sciencedirect.com/science/article/pii/S0927537116302755
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Datenanalyse; Deutschland; Leistungsfähigkeit; Leistungsmessung; Lerninhalt; PISA <Programme for International Student Assessment>; Schüler; Schülerleistung; Schuljahr 09; Schulreform; Schulzeit; Unterrichtszeit; Unterschied; Vergleich; Wirkung; Zeitbudget
Abstract (english): Do increased instruction hours improve the performance of all students? Using PISA scores of students in ninth grade, we analyse the effect of a German education reform that increased weekly instruction hours by two hours (6.5 percent) over almost five years. In the additional time, students are taught new learning content. On average, the reform improves student performance. However, treatment effects are small and differ across the student performance distribution. Low-performing students benefit less than high-performing students. We argue that the content of additional instruction time is an important determinant explaining this pattern. The findings demonstrate that increases in instruction hours can widen the gap between low- and high-performing students. (DIPF/Orig.)
DIPF-Abteilung: Bildungsqualität und Evaluation

Reduced impact of alcohol use on next-day tiredness in older relative to younger adults. A role for […] Lydon-Staley, David M.; Ram, Nilam; Brose, Annette; Schmiedek, Florian Zeitschriftenbeitrag | In: Psychology and Aging | 2017 38049 Endnote: Autor*innen: Lydon-Staley, David M.; Ram, Nilam; Brose, Annette; Schmiedek, Florian
Titel: Reduced impact of alcohol use on next-day tiredness in older relative to younger adults. A role for sleep duration
In: Psychology and Aging, 32 (2017) 7, S. 642-653
DOI: 10.1037/pag0000198
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Schlaf; Dauer; Qualität; Alter Mensch; Junger Erwachsener; Alkoholkonsum; Wirkung; Einflussfaktor; Leistungsfähigkeit; Längsschnittuntersuchung; Empirische Untersuchung; Vergleich
Abstract: Recent work has suggested that older adults may be less susceptible to the next-day effects of alcohol relative to younger adults. The effects of alcohol in younger adults may be mediated by sleep duration, but due to age differences in the contexts of alcohol use, this mediation process may not generalize to older adults. The present study examined age-group (younger vs. older adults) differences in how alcohol use influenced next-day tiredness during daily life. Reports of alcohol use, sleep duration, and next-day tiredness obtained on ∼101 days from 91 younger adults (ages 20-31 years) and 75 older adults (ages 65-80 years) were modeled using a multilevel, moderated mediation framework. Findings indicated that (a) greater-than-usual alcohol use was associated with greater-than-usual tiredness in younger adults only, (b) greater-than-usual alcohol use was associated with shorter-than-usual sleep duration in younger adults only, and (c) shorter-than-usual sleep duration was associated with greater tiredness in both younger and older adults. For the prototypical younger adult, a significant portion (43%) of the association between alcohol use and next-day tiredness could be explained assuming mediation through sleep duration, whereas there was no evidence of mediation for the prototypical older adult. Findings of age differences in the mediation process underlying associations among alcohol use, sleep, and tiredness provide insight into the mechanisms driving recent observations of reduced next-day effects of alcohol in older relative to younger adults. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung