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Age differences in coupling of intraindividual variability in mnemonic strategies and […]
Hertzog, Christopher; Lövdén, Martin; Lindenberger, Ulman; Schmiedek, Florian
Journal Article
| In: Psychology and Aging | 2017
38050 Endnote
Author(s):
Hertzog, Christopher; Lövdén, Martin; Lindenberger, Ulman; Schmiedek, Florian
Title:
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
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
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-Departments:
Bildung und Entwicklung
Processing of positive-causal and negative-causal coherence relations in primary school children […]
Knoepke, Julia; Richter, Tobias; Isberner, May-Britt; Naumann, Johannes; Neeb, Yvonne; […]
Journal Article
| In: Journal of Child Language | 2017
36656 Endnote
Author(s):
Knoepke, Julia; Richter, Tobias; Isberner, May-Britt; Naumann, Johannes; Neeb, Yvonne; Weinert, Sabine
Title:
Processing of positive-causal and negative-causal coherence relations in primary school children and adults. A test of the cumulative cognitive complexity approach in German
In:
Journal of Child Language, 44 (2017) 2, S. 297-328
DOI:
10.1017/S0305000915000872
URN:
urn:nbn:de:0111-dipfdocs-191627
URL:
http://www.dipfdocs.de/volltexte/2020/19162/pdf/J.Child_Lang_2017_2_Knoepke_et_al_Processing_of_positivecausal_and_negativecausal_coherence_relations_A.pdf
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Deutsch; Deutschland; Empirische Untersuchung; Erwachsener; Grundschule; Grundschüler; Hören; Kognition; Kognitive Prozesse; Lesen; Leseverstehen; Semantik; Technologiebasiertes Testen; Test; Textanalyse; Textinterpretation; Textverständnis
Abstract:
Establishing local coherence relations is central to text comprehension. Positive-causal coherence relations link a cause and its consequence, whereas negative-causal coherence relations add a contrastive meaning (negation) to the causal link. According to the cumulative cognitive complexity approach, negative-causal coherence relations are cognitively more complex than positive-causal ones. Therefore, they require greater cognitive effort during text comprehension and are acquired later in language development. The present cross-sectional study tested these predictions for German primary school children from Grades 1 to 4 and adults in reading and listening comprehension. Accuracy data in a semantic verification task support the predictions of the cumulative cognitive complexity approach. Negative-causal coherence relations are cognitively more demanding than positive-causal ones. Moreover, our findings indicate that children's comprehension of negative-causal coherence relations continues to develop throughout the course of primary school. Findings are discussed with respect to the generalizability of the cumulative cognitive complexity approach to German. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Time-on-task effects in digital reading are non-linear and moderated by persons' skills and tasks' […]
Naumann, Johannes; Goldhammer, Frank
Journal Article
| In: Learning and Individual Differences | 2017
36715 Endnote
Author(s):
Naumann, Johannes; Goldhammer, Frank
Title:
Time-on-task effects in digital reading are non-linear and moderated by persons' skills and tasks' demands
In:
Learning and Individual Differences, 53 (2017) , S. 1-16
DOI:
10.1016/j.lindif.2016.10.002
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Digitale Medien; Hypertext; Internationaler Vergleich; Kognitive Prozesse; Leistungsmessung; Lesekompetenz; Lesen; Leseverstehen; Modell; OECD-Länder; PISA <Programme for International Student Assessment>; Problemlösen; Schülerleistung; Technologiebasiertes Testen; Testaufgabe; Testkonstruktion; Wirkung; Zeit
Abstract:
Time-on-task effects on response accuracy in digital reading tasks were examined using PISA 2009 data (N = 34,062, 19 countries/economies). As a baseline, task responses were explained by time on task, tasks' easiness, and persons' digital reading skill (Model 1). Model 2 added a quadratic time-on-task effect, persons' comprehension skill and tasks' navigation demands as predictors. In each country, linear and quadratic time-on-task effects were moderated by person and task characteristics. Strongly positive linear time-on-task effects were found for persons being poor digital readers (Model 1) and poor comprehenders (Model 2), which decreased with increasing skill. Positive linear time-on-task effects were found for hard tasks (Model 1) and tasks high in navigation demands (Model 2). For easy tasks and tasks low in navigation demands, the time-on-task effects were negative, or close to zero, respectively. A negative quadratic component of the time-on-task effect was more pronounced for strong comprehenders, while the linear component was weaker. Correspondingly, for tasks high in navigation demands the negative quadratic component to the time-on-task effect was weaker, and the linear component was stronger. These results are in line with a dual-processing account of digital reading that distinguishes automatic reading components from resource-demanding regulation and navigation processes. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Kognitive Profile bei lese-rechtschreibschwachen Kindern mit und ohne Aufmerksamkeitsprobleme
Schuchardt, Kirsten; Brandenburg, Janin; Fischbach, Anne; Mähler, Claudia
Journal Article
| In: Lernen und Lernstörungen | 2017
36773 Endnote
Author(s):
Schuchardt, Kirsten; Brandenburg, Janin; Fischbach, Anne; Mähler, Claudia
Title:
Kognitive Profile bei lese-rechtschreibschwachen Kindern mit und ohne Aufmerksamkeitsprobleme
In:
Lernen und Lernstörungen, 6 (2017) 4, S. 169-181
DOI:
10.1024/2235-0977/a000188
URN:
urn:nbn:de:0111-pedocs-176229
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-176229
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Empirische Untersuchung; Deutschland; Grundschüler; Legasthenie; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Gruppe; Kognitive Prozesse; Phonologie; Informationsverarbeitung; Sprachfertigkeit; Arbeitsgedächtnis; Schuljahr 03; Test; Fremdeinschätzung; Multivariate Analyse; Varianzanalyse
Abstract:
Lese-Rechtschreibschwierigkeiten gehen sehr häufig mit Auffälligkeiten in der Aufmerksamkeit einher. Etwa jedes fünfte Kind mit Lese-Rechtschreibschwäche erfüllt auch die Kriterien einer ADHS. Für die vorliegende Studie war hierbei von Interesse, ob Kinder mit isolierten Schriftsprachschwierigkeiten die gleichen kognitiven Funktionseinschränkungen aufweisen wie Kinder mit komorbider Aufmerksamkeitsproblematik. Insgesamt 99 Drittklässler mit durchschnittlicher Intelligenz (33 Kinder mit Lese-Rechtschreibschwäche, 33 Kinder mit Lese-Rechtschreibschwäche und Aufmerksamkeitsdefizit sowie 33 unauffällige Kinder der Kontrollgruppe) wurden hinsichtlich ihrer Leistungen in der phonologischen Informationsverarbeitung, Sprache und zentral-exekutiven Arbeitsgedächtnisfunktionen miteinander verglichen. Es zeigte sich, dass die lese-rechtschreibschwachen Kinder Auffälligkeiten in den Sprachfähigkeiten, im phonologischen Arbeitsgedächtnis und in der Benennungsgeschwindigkeit aufwiesen, die Kinder mit Lese-Rechtschreibschwäche und zusätzlicher Aufmerksamkeitsproblematik dagegen in den zentral-exekutiven Funktionen. Beide Gruppen schnitten dagegen gleichermaßen schwach im Vergleich zur Kontrollgruppe in der phonologischen Bewusstheit ab. Anhand des spezifischen kognitiven Funktionsprofils können 58-64 % der Kinder korrekt zu den einzelnen Gruppen klassifiziert werden. Insgesamt zeigen sich deutliche Unterschiede in den kognitiven Funktionsmustern, aber auch Gemeinsamkeiten, die in der Diagnostik und lerntherapeutischen Intervention Berücksichtigung finden sollten. (DIPF/Orig.)
Abstract (english):
Difficulties in reading and spelling (hereinafter referred to as dyslexia) often go hand in hand with additional problems of inattention. In fact, approximately one in five children with dyslexia also meets the diagnostic criteria of ADHD. In recent years, there is increasing interest in examining the underlying causes of dyslexia and investigating the cognitive circumstances that lead to comorbid inattention symptoms in some of these children. Although progress has been made in identifying the multi-causal nature of poor reading and spelling skills, the specificity of cognitive dysfunctions as they relate to different subgroups of dyslexic children remains to be determined. Thus, the aim of the present study was twofold: Firstly, it was of interest whether dyslexic children with versus without additional inattention problems show the same or different cognitive dysfunctions. Secondly, the study examined whether group membership can be reliably classified based on the children's cognitive profiles. [...] Overall, 99 third-graders (33 children with Dyslexia-only, 33 children with Dyslexia + Inattention, and 33 control group (CG) children) participated in this study. The two dyslexia groups showed below-average skills in reading and/or spelling (T < 40), while the CG performed at least average in both literacy skills (T ≥ 45). All children were normally achieving in mathematics and showed at least average intelligence. Children in the Dyslexia + Inattention group exhibited additional symptoms of inattention as indicated by parent ratings. The sample completed a comprehensive test battery assessing phonological awareness, rapid automatized naming (RAN), working memory (WM), and language skills (i.e., morphology and vocabulary). (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Ein Arbeitsmodell für die empirische Erforschung der diagnostischen Kompetenz von Lehrkräften
Herppich, Stephanie; Praetorius, Anna-Katharina; Hetmanek, Andreas; Glogger-Frey, Inga; […]
Book Chapter
| Aus: Südkamp, Anna;Praetorius, Anna-Katharina (Hrsg.): Diagnostische Kompetenz von Lehrkräften: Theoretische und methodische Weiterentwicklungen | Münster: Waxmann | 2017
36799 Endnote
Author(s):
Herppich, Stephanie; Praetorius, Anna-Katharina; Hetmanek, Andreas; Glogger-Frey, Inga; Ufer, Stefan; Leutner, Detlev; Behrmann, L.; Böhmer, I.; Böhmer, M.; Förster, N.; Kaiser, J.; Karing, C.; Karst, K.; Klug, J.; Ohle, A.; Südkamp, Anna
Title:
Ein Arbeitsmodell für die empirische Erforschung der diagnostischen Kompetenz von Lehrkräften
In:
Südkamp, Anna;Praetorius, Anna-Katharina (Hrsg.): Diagnostische Kompetenz von Lehrkräften: Theoretische und methodische Weiterentwicklungen, Münster: Waxmann, 2017 (Pädagogische Psychologie und Entwicklungspsychologie, 94), S. 75-93
Publication Type:
4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Lehrer; Diagnostik; Kompetenz; Modell; Modellbildung; Theoriebildung; Definition; Pädagogische Diagnostik; Kognitive Prozesse; Leistung; Pädagogisches Handeln; Situation
Abstract:
Im vorliegenden Kapitel wird ein neues Arbeitsmodell der diagnostischen Kompetenz von Lehrkräften vorgeschlagen [...]. Dieses Arbeitsmodell greift vorhandene theoretische und empirische Ansätze aus teilweise sehr unterschiedlichen Perspektiven auf und führt sie integrierend zusammen. Dabei handelt es sich (noch) um kein Kompetenzmodell im engeren Sinne [...]. Es ist vielmehr als eine "Blaupause" gedacht, welche die Einordnung bestehender Befunde ermöglicht und weitere integrative Forschung inspirieren soll. Im Kapitel wird auf die theoretische Einbettung des Modells sowie auf seine Elemente und die Beziehungen zwischen diesen eingegangen. Abschließend werden die Beziehungen des vorgeschlagenen Modells zu bereits existierenden Modellen und empirischen Studien zu diesem Thema herausgearbeitet, um so seinen potenziellen Nutzen für weitere Theoriebildung und empirische Forschung aufzuzeigen. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Reading fluency. Current insights from neuro-cognitive research and intervention studies
Khateb, Asaid; Bar-Kochva, Irit (Hrsg.)
Compilation Book
| Cham: Springer | 2016
36301 Endnote
Editor(s)
Khateb, Asaid; Bar-Kochva, Irit
Title:
Reading fluency. Current insights from neuro-cognitive research and intervention studies
Published:
Cham: Springer, 2016 (Literacy studies, 12)
DOI:
10.1007/978-3-319-30478-6
Publication Type:
2. Herausgeberschaft; Sammelband (keine besondere Kategorie)
Language:
Englisch
Keywords:
Bilingualismus; Empirische Forschung; Finnisch; Gehirn; Hebräisch; Intervention; Kognitive Prozesse; Lesefertigkeit; Lesegeschwindigkeit; Lesen; Lesenlernen; Lesestörung; Phonologie; Schüler; Spanisch; Training
Abstract:
The book presents a multidimensional perspective of recent research and reviews on fluency in reading. The first part presents recent brain-imaging findings from studies into the neurobiological basis or reading, as well as cognitive and language studies exploring the underlying factors of fluency in reading and its development. The second part comprises reviews of intervention studies that address reading ability, and in particular, fluency in reading. The book provides a unique multilingual perspective on reading research by including studies of readers of different orthographies and speakers of different languages. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Knowledge acquisition during exam preparation improves memory and modulates memory formation
Brod, Garvin; Lindenberger, Ulman; Wagner, Anthony D.; Shing, Yee Lee
Journal Article
| In: Journal of Neuroscience | 2016
36774 Endnote
Author(s):
Brod, Garvin; Lindenberger, Ulman; Wagner, Anthony D.; Shing, Yee Lee
Title:
Knowledge acquisition during exam preparation improves memory and modulates memory formation
In:
Journal of Neuroscience, 36 (2016) 31, S. 8103-8111
DOI:
10.1523/JNEUROSCI.0045-16.2016
URL:
http://www.jneurosci.org/content/36/31/8103.short
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Abschlussprüfung; Gedächtnis; Gehirn; Kognitive Prozesse; Leistung; Lernerfolg; Lernplattform; Medizin; Neurowissenschaften; Student; Test; Wissenserwerb
Abstract (english):
According to the schema-relatedness hypothesis, new experiences that make contact with existing schematic knowledge are more easily encoded and remembered than new experiences that do not. Here we investigate how real-life gains in schematic knowledge affect the neural correlates of episodic encoding, assessing medical students 3 months before and immediately after their final exams. Human participants were scanned with functional magnetic resonance imaging while encoding associative information that varied in relatedness to medical knowledge (face-diagnosis vs face-name pairs). As predicted, improvements in memory performance over time were greater for face-diagnosis pairs (high knowledge-relevance) than for face-name pairs (low knowledge-relevance). Improved memory for face-diagnosis pairs was associated with smaller subsequent memory effects in the anterior hippocampus, along with increased functional connectivity between the anterior hippocampus and left middle temporal gyrus, a region important for the retrieval of stored conceptual knowledge. The decrease in the anterior hippocampus subsequent memory effect correlated with knowledge accumulation, as independently assessed by a web-based learning platform with which participants studied for their final exam. These findings suggest that knowledge accumulation sculpts the neural networks associated with successful memory formation, and highlight close links between knowledge acquired during studying and basic neurocognitive processes that establish durable memories. SIGNIFICANCE STATEMENT: In a sample of medical students, we tracked knowledge accumulation via a web-based learning platform and investigated its effects on memory formation before and after participants' final medical exam. Knowledge accumulation led to significant gains in memory for knowledge-related events and predicted a selective decrease in hippocampal activation for successful memory formation. Furthermore, enhanced functional connectivity was found between hippocampus and semantic processing regions. These findings (1) demonstrate that knowledge facilitates binding in the hippocampus by enhancing its communication with the association cortices, (2) highlight close links between knowledge induced in the real world and basic neurocognitive processes that establish durable memories, and (3) exemplify the utility of combining laboratory-based cognitive neuroscience research with real-world educational technology for the study of memory. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
The connection between teaching and learning. Linking teaching quality and metacognitive strategy […]
Rieser, Svenja; Naumann, Alexander; Decristan, Jasmin; Fauth, Benjamin; Klieme, Eckhard; […]
Journal Article
| In: British Journal of Educational Psychology | 2016
36296 Endnote
Author(s):
Rieser, Svenja; Naumann, Alexander; Decristan, Jasmin; Fauth, Benjamin; Klieme, Eckhard; Büttner, Gerhard
Title:
The connection between teaching and learning. Linking teaching quality and metacognitive strategy use in primary school
In:
British Journal of Educational Psychology, 86 (2016) 4, S. 526-545
DOI:
10.1111/bjep.12121
URN:
urn:nbn:de:0111-dipfdocs-204009
URL:
http://www.dipfdocs.de/volltexte/2020/20400/pdf/BJEP_2016_4_Rieser_et_al_The_connection_between_teaching_and_learning_A.pdf
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Unterricht; Qualität; Schüler; Metakognition; Lernstrategie; Lernmotivation; Kognitive Prozesse; Lernprozess; Unterstützung; Klassenführung; Naturwissenschaftlicher Unterricht; Grundschule; Schuljahr 03; Fragebogen; Videoaufzeichnung; Unterrichtsbeobachtung; Mehrebenenanalyse; Empirische Untersuchung; Deutschland
Abstract (english):
Background: In order for teaching to be successful, students need to be actively involved in learning. However, research on teaching effectiveness often neglects students' learning activities. Although it is assumed that effective teaching promotes the use of beneficial learning activities, empirical evidence for this connection is still limited. Aims: This study aimed to investigate the connection between effective teaching and reported learning activities. We hypothesize specific relations between a three-dimensional model of teaching quality (i.e., cognitive activation, supportive climate, and classroom management) and students' reported use of metacognitive strategies. Students' intrinsic motivation is considered as a mediator and a moderator of this connection. Sample: N = 1,052 students from 53 German primary school classes and their science teachers participated. Methods: Data were collected through classroom or video observation and questionnaires over a period of approximately 2 months. Multilevel analysis was utilized to test our hypotheses. Results: Each dimension of teaching quality positively predicted students' reported use of metacognitive strategies. For supportive climate, this connection was mediated by students' intrinsic motivation. Cognitive activation negatively predicted the slopes between students' reported metacognitive strategy use and motivation. Conclusions: The results support the notion that effective teaching is connected to learning activities and stress the importance of students' learning motivation. Results from the cross-level interaction could indicate that especially less motivated students' reported metacognitive strategy use might be supported by cognitively activating teaching. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Effects of prior knowledge on memory. Implications for education
Shing, Yee Lee; Brod, Garvin
Journal Article
| In: Mind, Brain and Education | 2016
36772 Endnote
Author(s):
Shing, Yee Lee; Brod, Garvin
Title:
Effects of prior knowledge on memory. Implications for education
In:
Mind, Brain and Education, 10 (2016) 3, S. 153-161
DOI:
10.1111/mbe.12110
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
Wissenserwerb; Vorwissen; Wirkung; Gedächtnis; Informationsverarbeitung; Kognitive Prozesse; Gehirn; Entwicklungspsychologie; Neurowissenschaften; Lernen; Unterricht
Abstract (english):
The encoding, consolidation, and retrieval of events and facts form the basis for acquiring new skills and knowledge. Prior knowledge can enhance those memory processes considerably and thus foster knowledge acquisition. But prior knowledge can also hinder knowledge acquisition, in particular when the to-be-learned information is inconsistent with the presuppositions of the learner. Therefore, taking students' prior knowledge into account and knowing about the way it affects memory processes is important for optimization of students' learning. Recent behavioral and neuroimaging experiments have shed new light on the neural mechanisms through which prior knowledge affects memory. However, relatively little is known about developmental differences in the ability to make efficient use of one's knowledge base for memory purposes. In this article, we review and integrate recent empirical evidence from developmental psychology and cognitive neuroscience about the effects of prior knowledge on memory processes. In particular, this may entail an extended shift from processing in the medial temporal lobes of the brain toward processing in the neocortex. Such findings have implications for students as developing individuals. Therefore, we highlight recent insights from cognitive neuroscience that call for further investigation in educational settings, discussing to what extent these novel insights may inform teaching in the classroom. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
A fact retrieval account of the Acceleration Phenomenon
Nagler, Telse; Lindberg, Sven; Hasselhorn, Marcus
Book Chapter
| Aus: Khateb, Asaid;Bar-Kochva, Irit (Hrsg.): Reading fluency: Current insights form neurocognitive research and intervention studies | Cham: Springer | 2016
36311 Endnote
Author(s):
Nagler, Telse; Lindberg, Sven; Hasselhorn, Marcus
Title:
A fact retrieval account of the Acceleration Phenomenon
In:
Khateb, Asaid;Bar-Kochva, Irit (Hrsg.): Reading fluency: Current insights form neurocognitive research and intervention studies, Cham: Springer, 2016 (Literacy studies, 12), S. 107-123
DOI:
10.1007/978-3-319-30478-6_7
Publication Type:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Language:
Englisch
Keywords:
Empirische Forschung; Informationsverarbeitung; Intervention; Kognitive Prozesse; Leistungssteigerung; Lesefertigkeit; Lesegeschwindigkeit; Leseverstehen; Strategie; Training
Abstract:
Breznitz (J Educ Psychol 89:289-297, 1987a; Fluency in reading: synchronization of processes. Erlbaum, Mahwah, 2006) demonstrated that a fading manipulation, which continuously erases text based on the individual reading rate, results in improved reading performance. Several studies using this fading procedure showed that children as well as adults with different reading proficiency levels and in different languages were able to increase their reading rate and reading comprehension in a fading condition, characterizing the Acceleration Phenomenon. Considering the close interconnection of reading fluency and reading comprehension, a fact retrieval account for achievement enhancements induced by the fading manipulation is presented in this chapter. It is hypothesized, that if information can be processed at a high level of automaticity and available lexical entries can be accessed rapidly, reading performance can be improved by means of imposing a time limitation. Hence, the nature of the fading manipulation may induce a shift to faster and more elaborated strategies, such as direct fact retrieval, resulting in improved performance. Different empirical outcomes from the reading and the arithmetic domain are demonstrated and the generalizability of the Acceleration Phenomenon across academic domains is discussed. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
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