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Evidence for a positive relation between interest and achievement. Examining between-person and […]
Jansen, Malte; Lüdtke, Oliver; Schroeders, Ulrich
Zeitschriftenbeitrag
| In: Contemporary Educational Psychology | 2016
36331 Endnote
Autor*innen:
Jansen, Malte; Lüdtke, Oliver; Schroeders, Ulrich
Titel:
Evidence for a positive relation between interest and achievement. Examining between-person and within-person variation in five domains
In:
Contemporary Educational Psychology, 46 (2016) , S. 116-127
DOI:
10.1016/j.cedpsych.2016.05.004
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Befragung; Deutschland; Deutschunterricht; Einflussfaktor; Empirische Untersuchung; Interesse; Kognitive Kompetenz; Leistungstest; Mathematikunterricht; Motivation; Naturwissenschaftlicher Unterricht; Schüler; Schulerfolg; Schülerleistung; Schulform; Schuljahr 09; Schulnoten; Selbstregulation; Wirkung
Abstract (english):
We examined the incremental effect of academic interest on achievement beyond general cognitive ability and students' background characteristics in five domains (math, German, biology, chemistry, and physics). We analyzed a nationally representative German dataset of 39,192 ninth-grade students and found a unique effect of interest over and above the other predictors across the five domains, both for class grades and standardized test scores. The effect was present between persons (in a given domain, students with higher interest showed higher achievement) and within persons (the same student showed a higher achievement in domains she/he was more interested in). The effects were stronger for grades than test scores and stronger in math than in other domains. The results emphasize the positive relation between interest and academic achievement in different domains. Furthermore, they expand the literature by emphasizing the role of the achievement measure and the domain as moderators of the interest-achievement relation and by showing that interest can predict both inter- and intraindividual variation in achievement. (DIPF/Orig.)
DIPF-Abteilung:
Struktur und Steuerung des Bildungswesens
How differentiated do children experience affect? An investigation of the within- and […]
Leonhardt, Anja; Könen, Tanja; Dirk, Judith; Schmiedek, Florian
Zeitschriftenbeitrag
| In: Psychological Assessment | 2016
35476 Endnote
Autor*innen:
Leonhardt, Anja; Könen, Tanja; Dirk, Judith; Schmiedek, Florian
Titel:
How differentiated do children experience affect? An investigation of the within- and between-person structure of children's affect
In:
Psychological Assessment, 28 (2016) 5, S. 575-585
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Affekt; Befragung; Emotionale Kompetenz; Emotionaler Zustand; Faktorenanalyse; Grundschulalter; Kind; Kognitive Kompetenz; Modell; Schuljahr 03; Schuljahr 04; Selbstreflexion; Selbstregulation; Stimmung; Vergleich
Abstract:
Research on the structure of children's affect is limited. It is possible that children's perception of their own affect might be less differentiated than that of adults. Support for the 2-factor model of positive and negative affect and the pleasure-arousal model suggests that children in middle childhood can distinguish positive and negative affect as well as valence and arousal. Whether children are able to differentiate further aspects of affect, as proposed by the 3-dimensional model of affect (good-bad mood, alertness-tiredness, calmness-tension), is an unresolved issue. The aim of our study was the comparison of these 3 affect models to establish how differentiated children experience their affect and which model best describes affect in children. We examined affect structures on the between- and within-person level, acknowledging that affect varies across time and that no valid interpretation of either level is feasible if both are confounded. For this purpose, 214 children (age 8 -11 years) answered affect items once a day for 5 consecutive days on smartphones. We tested all affect models by means of 2-level confirmatory factor analysis. Although all affect models had an acceptable fit, the 3-dimensional model best described affect in children on both the within- and between-person level. Thus, children in middle childhood can already describe affect in a differentiated way. Also, affect structures were similar on the within- and between-person level. We conclude that in order to acquire a thorough picture of children's affect, measures for children should include items of all 3 affect dimensions. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Grundlagen schulpsychologischer Diagnostik
Gold, Andreas; Gawrilow, Caterina; Hasselhorn, Marcus
Sammelbandbeitrag
| Aus: Seifried, Klaus;Drewes, Stefan;Hasselhorn, Marcus (Hrsg.): Handbuch Schulpsychologie: Psychologie für die Schule | Stuttgart: Kohlhammer | 2016
36034 Endnote
Autor*innen:
Gold, Andreas; Gawrilow, Caterina; Hasselhorn, Marcus
Titel:
Grundlagen schulpsychologischer Diagnostik
Aus:
Seifried, Klaus;Drewes, Stefan;Hasselhorn, Marcus (Hrsg.): Handbuch Schulpsychologie: Psychologie für die Schule, Stuttgart: Kohlhammer, 2016 , S. 117-127
Dokumenttyp:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Sprache:
Deutsch
Schlagwörter:
Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Förderung; Inhalt; Intelligenz; Kognitive Kompetenz; Lernfähigkeit; Lernstörung; Lernvoraussetzungen; Messverfahren; Motivation; Psychodiagnostik; Schülerleistung; Schulpsychologie; Verhaltensauffälligkeit; Wille
Abstract:
Die Intelligenzdiagnostik und die Diagnostik schulischer Leistungen gehörten seit dem Entstehen einer Schulpsychologie zu Beginn des 20. Jahrhunderts zu den zentralen Aufgabenbereichen dieser Profession. Dies änderte sich jedoch in der zweiten Hälfte der 1980er Jahre: Verbunden mit einem Wechsel des (Selbst-)Verständnisses von Schulpsychologen und ihren Aufgaben - weg von der schülerzentrierten und hin zu einer systemischen Beratung - verlor die diagnostische Expertise im Selbstbild der Schulpsychologie zunehmend an Bedeutung (Kap. I-3 von Drewes in diesem Band; Heyse, 2001). In der Folge entwickelte sich eine Diskrepanz in der Selbst- und Fremdzuschreibung diagnostischer Expertise bei den Schulpsychologen, wo sie doch zunehmend andere Aufgaben zu übernehmen hatten, nicht selten eine Pflege und Fortentwicklung ihrer im Studium erworbenen diagnostischen Kompetenzen für entbehrlich hielten, blieb die Erwartung der Schuladministration im Allgemeinen bestehen: dass nämlich eine sorgfältige psychologische Diagnostik individueller Leistungen und Leistungsvoraussetzungen selbstverständlicher Bestandteil der Tätigkeit und der professionellen Kompetenzen von Schulpsychologen ist. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
System competence in geography education. An empirically validated structure and stage model
Mehren, Rainer; Rempfler, Armin; Ulrich‑Riedhammer, Eva Marie; Buchholz, Janine; Hartig, Johannes
Sammelbandbeitrag
| Aus: Lavonen, J.; Juuti, K.; Lampiselkä, J.; Uitto, A.;Hahl, K. (Hrsg.): Electronic proceedings of the ESERA 2015 conference: Science education research: Engaging learners for a sustainable future | Helsinki: University of Helsinki | 2016
36230 Endnote
Autor*innen:
Mehren, Rainer; Rempfler, Armin; Ulrich‑Riedhammer, Eva Marie; Buchholz, Janine; Hartig, Johannes
Titel:
System competence in geography education. An empirically validated structure and stage model
Aus:
Lavonen, J.; Juuti, K.; Lampiselkä, J.; Uitto, A.;Hahl, K. (Hrsg.): Electronic proceedings of the ESERA 2015 conference: Science education research: Engaging learners for a sustainable future, Helsinki: University of Helsinki, 2016 , S. 1643-1651
URL:
http://www.esera.org/media/eBook%202015/eBook_Part_11_links.pdf
Dokumenttyp:
4. Beiträge in Sammelwerken; Tagungsband/Konferenzbeitrag/Proceedings
Sprache:
Englisch
Schlagwörter:
Bayern; Deutschland; Geografieunterricht; Gymnasium; Item-Response-Theory; Kognitive Kompetenz; Modellbildung; Problemlösen; Realschule; Schüler; Sekundarstufe I; Systemisches Denken; Test; Validität
Abstract (english):
Constituting a meta-cognitive strategy, systems thinking or system competence can only assume its assigned key function as a basic concept for the school subject of geography in Germany after a theoretical and empirical foundation has been established. A measuring tool is required which is suitable both for supporting students and for the evaluation of methodical-didactic measures. Such a tool is theoretically anchored in an empirically validated geography-didactic and/or cognition-psychological competence model, providing a differentiated representation of both the internal structure of a competency and the stages. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
Methods and designs
Schmiedek, Florian
Sammelbandbeitrag
| Aus: Strobach, Tilo;Karbach, Julia (Hrsg.): Cognitive training: An overview of features and applications | Cham: Springer | 2016
36761 Endnote
Autor*innen:
Schmiedek, Florian
Titel:
Methods and designs
Aus:
Strobach, Tilo;Karbach, Julia (Hrsg.): Cognitive training: An overview of features and applications, Cham: Springer, 2016 , S. 9-18
DOI:
10.1007/978-3-319-42662-4
Dokumenttyp:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Datenanalyse; Effektivität; Forschungsdesign; Kognition; Kognitionswissenschaft; Kognitive Kompetenz; Methode; Training; Validität
Abstract:
Researchers who aim to investigate the effectiveness of cognitive trainings can draw on well-established methodology for the evaluation of behavioural interventions in psychology and education [...]. Doing so, they face a long list of potential issues that can be characterized as threats to different type of the validity of findings. Here, the most common and relevant threats, as well as possible methodological approaches and study design elements to reduce or rule out these threats in the context of cognitive training studies, will be discussed. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Zusatzförderung von Risikokindern. Handreichung für pädagogische Fachkräfte im Übergang vom […]
Hasselhorn, Marcus; Ehm, Jan-Henning; Wagner, Hanna; Schneider, Wolfgang; Schöler, Hermann
Monographie
| Göttingen: Hogrefe | 2015
34720 Endnote
Autor*innen:
Hasselhorn, Marcus; Ehm, Jan-Henning; Wagner, Hanna; Schneider, Wolfgang; Schöler, Hermann
Titel:
Zusatzförderung von Risikokindern. Handreichung für pädagogische Fachkräfte im Übergang vom Elementar- zum Primarbereich
Erscheinungsvermerk:
Göttingen: Hogrefe, 2015
Dokumenttyp:
1. Monographien (Autorenschaft); Monographie
Sprache:
Deutsch
Schlagwörter:
Aufmerksamkeit; Baden-Württemberg; Beobachtung; Denken; Deutschland; Förderung; Förderungsmaßnahme; Frühdiagnostik; Grundschule; Handreichung; Informationsverarbeitung; Kindergarten; Kindertagesstätte; Kognitive Kompetenz; Konzeption; Mathematische Kompetenz; Phonologie; Risikokind; Sprachkompetenz; Übergang
Abstract:
Trotz umfangreicher erfolgreicher Anstrengungen zur Qualitätssteigerung des pädagogischen Alltags in Kindertagesstätten ist der Anteil der Kinder mit frühen schulischen Anpassungs- und Lernproblemen in den vergangenen Jahrzehnten erheblich angestiegen. Um dem entgegenzuwirken, wurde in Baden-Württemberg in den letzten Jahren ein Konzept zur gezielten zusätzlichen Förderung von Kindern mit schulrelevanten Entwicklungsauffälligkeiten entwickelt und erprobt. Dieses Konzept hat nachweislich das Potenzial, Kinder mit unterschiedlichen Entwicklungsrisiken in ihrer Entwicklung so zu unterstützen, dass sie den späteren schulischen Anforderungen gewachsen sind. Das vorliegende Buch informiert über Hintergründe und die Umsetzung dieses Konzeptes. Es enthält auch konkrete Tipps und Materialien, deren Nutzung dazu beitragen wird, dass zukünftig immer mehr Kinder trotz früh feststellbarer Entwicklungsrisiken schulischen Erfolg erleben (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
In search of methods enhancing fluency in reading. An examination of the relations between time […]
Bar-Kochva, Irit; Hasselhorn, Marcus
Zeitschriftenbeitrag
| In: Journal of Experimental Child Psychology | 2015
35633 Endnote
Autor*innen:
Bar-Kochva, Irit; Hasselhorn, Marcus
Titel:
In search of methods enhancing fluency in reading. An examination of the relations between time constraints and processes of reading in readers of German
In:
Journal of Experimental Child Psychology, 140 (2015) , S. 140-157
DOI:
10.1016/j.jecp.2015.06.012
URN:
urn:nbn:de:0111-pedocs-178751
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-178751
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Computerunterstütztes Verfahren; Deutschland; Experiment; Frankfurt a.M.; Kognitive Kompetenz; Lesegeschwindigkeit; Lesestörung; Lesetest; Rechtschreibschwäche; Rechtschreibtest; Schüler; Schuljahr 05; Wortschatz
Abstract:
The attainment of fluency in reading is a major difficulty for reading-disabled people. Manipulations applied on the presentation of texts, leading to "on-line" effects on reading (i.e., while texts are manipulated), are one direction of examinations in search of methods affecting reading. The imposing of time constraints, by deleting one letter after the other from texts presented on a computer screen, has been established as such a method. In an attempt to further understand its nature, we tested the relations between time constraints and processes of reading: phonological decoding of small orthogrpahic units and the addressing of orthographic representations from the mental lexicon. We also examined whether the type of orthogrpahic unit deleted (lexical, sublexical, or nonlexical unit) has any additional effect. Participants were German fifth graders with (n = 29) or without (n = 34) reading disability. Time constraints enhanced fluency in reading in both groups, and to a similar extent, across conditions. Comprehension was unimpaired. These results place the very principle of time constraints, regardless of the orthographic unit manipulated, as a critical factor affecting fluency in reading. However, phonological decoding explained a significant amount of variance in fluency in reading across all conditions in reading-disabled children, whereas the addressing of orthographic representations was the consistent predictor of fluency in reading in regular readers. These results indicate a qualitative difference in the processes explaining the variance in fluency in reading in regular and reading-disabled readers and suggest that time constraints might not have an effect on the relations between these processes and reading performance. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Lower baseline performance but greater plasticity of working memory for carriers of the val allele […]
Bellander, Martin; Bäckman, Lars; Liu, Tian; M.Schjeide, Brit-Maren; Bertram, Lars; […]
Zeitschriftenbeitrag
| In: Neuropsychology | 2015
35364 Endnote
Autor*innen:
Bellander, Martin; Bäckman, Lars; Liu, Tian; M.Schjeide, Brit-Maren; Bertram, Lars; Schmiedek, Florian; Lindenberger, Ulman; Lövdén, Martin
Titel:
Lower baseline performance but greater plasticity of working memory for carriers of the val allele of the COMT Val158Met polymorphism
In:
Neuropsychology, 29 (2015) 2, S. 247-254
DOI:
10.1037/neu0000088
URN:
urn:nbn:de:0111-dipfdocs-180838
URL:
http://www.dipfdocs.de/volltexte/2019/18083/pdf/Bellander_et_al_2015_Effect_of_COMT_on_wm_performance_and_plasticity_A.pdf
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Alter Mensch; Arbeitsgedächtnis; Einflussfaktor; Empirische Untersuchung; Genetik; Intelligenztest; Junger Erwachsener; Kognitive Kompetenz; Kognitive Prozesse; Training; Vergleich; Wirkung
Abstract:
Objective: Little is known about genetic contributions to individual differences in cognitive plasticity. Given that the neurotransmitter dopamine is critical for cognition and associated with cognitive plasticity, we investigated the effects of 3 polymorphisms of dopamine-related genes (LMX1A, DRD2, COMT) on baseline performance and plasticity of working memory (WM), perceptual speed, and reasoning. Method: One hundred one younger and 103 older adults underwent approximately 100 days of cognitive training, and extensive testing before and after training. We analyzed the baseline and posttest data using latent change score models. Results: For working memory, carriers of the val allele of the COMT polymorphism had lower baseline performance and larger performance gains from training than carriers of the met allele. There was no significant effect of the other genes or on other cognitive domains. Conclusions: We relate this result to available evidence indicating that met carriers perform better than val carriers in WM tasks taxing maintenance, whereas val carriers perform better at updating tasks. We suggest that val carriers may show larger training gains because updating operations carry greater potential for plasticity than maintenance operations. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Working memory in children with learning disabilities in reading versus spelling. Searching for […]
Brandenburg, Janin; Klesczewski, Julia; Fischbach, Anne; Schuchardt, Kirsten; Büttner, Gerhard; […]
Zeitschriftenbeitrag
| In: Journal of Learning Disabilities | 2015
34462 Endnote
Autor*innen:
Brandenburg, Janin; Klesczewski, Julia; Fischbach, Anne; Schuchardt, Kirsten; Büttner, Gerhard; Hasselhorn, Marcus
Titel:
Working memory in children with learning disabilities in reading versus spelling. Searching for overlapping and specific cognitive factors
In:
Journal of Learning Disabilities, 48 (2015) 6, S. 622-634
DOI:
10.1177/0022219414521665
URN:
urn:nbn:de:0111-pedocs-139898
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-139898
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Arbeitsgedächtnis; Deutsch; Deutschland; Empirische Untersuchung; Grundschüler; Kognitive Kompetenz; Legasthenie; Lernschwierigkeit; Lesestörung; Multivariate Analyse; Rechtschreibschwäche; Rechtschreibung; Schuljahr 03; Test
Abstract (english):
In transparent orthographies like German, isolated learning disabilities in either reading or spelling are common and occur as often as a combined reading and spelling disability. However, most issues surrounding the cognitive causes of these isolated or combined literacy difficulties are yet unresolved. Recently, working memory dysfunctions have been demonstrated to be promising in explaining the emergence of literacy difficulties. Thus, we applied a 2 (reading disability: yes vs. no) × 2 (spelling disability: yes vs. no) factorial design to examine distinct and overlapping working memory profiles associated with learning disabilities in reading versus spelling. Working memory was assessed in 204 third graders, and multivariate analyses of variance were conducted for each working memory component. Children with spelling disability suffered from more pronounced phonological loop impairments than those with reading disability. In contrast, domain-general central-executive dysfunctions were solely associated with reading disability, but not with spelling disability. Concerning the visuospatial sketchpad, no impairments were found. In sum, children with reading disability and those with spelling disability seem to be characterized by different working memory profiles. Thus, it is important to take both reading and spelling into account when investigating cognitive factors of literacy difficulties in transparent orthographies.
DIPF-Abteilung:
Bildung und Entwicklung
Impact of additional guidance in science education on primary students' conceptual understanding
Decristan, Jasmin; Hondrich, Anna Lena; Büttner, Gerhard; Hertel, Silke; Klieme, Eckhard; […]
Zeitschriftenbeitrag
| In: Journal of Educational Research | 2015
35684 Endnote
Autor*innen:
Decristan, Jasmin; Hondrich, Anna Lena; Büttner, Gerhard; Hertel, Silke; Klieme, Eckhard; Kunter, Mareike; Lühken, Arnim; Adl-Amini, Katja; Djakovic, Sanna-Kristina; Mannel, Susanne; Naumann, Alexander; Hardy, Ilonca
Titel:
Impact of additional guidance in science education on primary students' conceptual understanding
In:
Journal of Educational Research, 108 (2015) 5, S. 358-370
DOI:
10.1080/00220671.2014.899957
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Deutschland; Empirische Untersuchung; Entdeckendes Lernen; Grundschule; Grundschüler; Grundschullehrer; Kognitive Kompetenz; Lernberatung; Lernmethode; Mathematische Kompetenz; Mehrebenenanalyse; Naturwissenschaftlicher Unterricht; Peergroup; Sprachkompetenz; Unterrichtsmethode; Videoaufzeichnung
Abstract:
A cognitive and a guidance dimension can describe the support of students' conceptual understanding in inquiry-based science education. The role of guidance for student learning has been intensively discussed. Furthermore, inquiry learning may pose particular challenges to students with low language proficiency. The present intervention in primary school (54 teachers, 1,070 students) aimed to examine the effects of additional guidance. Therefore, the control group uses a science unit mainly addressing the cognitive dimension of inquiry. In the 3 treatment groups, this unit was enriched with guidance through scaffolding instructional discourse, formative assessment, or peer-assisted learning. The results (43 teachers, 873 students) confirm that in each intervention condition, students' conceptual understanding significantly improves. In the formative assessment group, students' mean conceptual understanding is higher than in the control group. Moreover, formative assessment and scaffolding instructional discourse provided particular support to the conceptual understanding of students with poor language proficiency. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
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