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(Schlagwörter: "Visuelle Wahrnehmung")

FEW-3. Frostigs Entwicklungstest der visuellen Wahrnehmung - 3, deutsche Bearbeitung des […] Büttner, Gerhard; Dacheneder, Winfried; Müller, Christian; Schneider, Wolfgang; Hasselhorn, Marcus Research Data, Diagnostic Instruments | Hogrefe | 2021 41018 Endnote: Author(s): Büttner, Gerhard; Dacheneder, Winfried; Müller, Christian; Schneider, Wolfgang; Hasselhorn, Marcus
Title: FEW-3. Frostigs Entwicklungstest der visuellen Wahrnehmung - 3, deutsche Bearbeitung des Developmental Test of Visual Perception, Third Edition (DTVP-3) von D. D. Hammill, N. A. Pearson und J. K. Voress
Published: Göttingen: Hogrefe, 2021
Publication Type: 6. Forschungsdaten; Instrumente; Diagnostische Instrumente (inkl. Testverfahren)
Language: Deutsch
Keywords: Entwicklungspsychologie; Entwicklungsstörung; Entwicklungstest; Klinische Psychologie; Pädagogische Psychologie; Schüler; Test; Testtheorie; Visuelle Wahrnehmung; Vorschulalter; Wahrnehmung
Abstract: Der FEW-3 wird als Einzeltest bei Kindern im Altersbereich von 4;0 bis 10;11 Jahren eingesetzt. Der Test kann von allen Berufsgruppen im Bereich Diagnostik, Therapie und Forschung (Psychologen, Ergotherapeuten, Pädagogen, Ärzten sowie von anderen Diagnostikern) angewandt werden, die an der Beurteilung des Entwicklungstandes der visuellen Wahrnehmung von Kindern interessiert sind. Der FEW-3 wird eingesetzt, um Kinder mit visuellen Wahrnehmungsproblemen oder Problemen der visuo-motorischen Integration zu identifizieren. Weitere Einsatzbereiche sind die Evaluation von Behandlungsmaßnahmen und die Forschung. (DIPF/Verl.)
DIPF-Departments: Bildung und Entwicklung

Exploring factors underlying children's acquisition and retrieval of sound-symbol association skills Ehm, Jan-Henning; Lonnemann, Jan; Brandenburg, Janin; Huschka, Sina Simone; Hasselhorn, Marcus; […] Journal Article | In: Journal of Experimental Child Psychology | 2019 38561 Endnote: Author(s): Ehm, Jan-Henning; Lonnemann, Jan; Brandenburg, Janin; Huschka, Sina Simone; Hasselhorn, Marcus; Lervåg, Arne
Title: Exploring factors underlying children's acquisition and retrieval of sound-symbol association skills
In: Journal of Experimental Child Psychology, 177 (2019) , S. 86-99
DOI: 10.1016/j.jecp.2018.07.006
URL: https://www.sciencedirect.com/science/article/pii/S0022096518300389
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Kind; Kindergarten; Lesenlernen; Lautbildung; Assoziation; Symbol; Phonologie; Rechtschreibung; Feedback; Arbeitsgedächtnis; Test; Einsprachigkeit; Bilingualismus; Visuelle Wahrnehmung; Auditive Wahrnehmung; Einflussfaktor; Strukturgleichungsmodell; Regressionsanalyse
Abstract (english): Letter knowledge is considered an important cognitive foundation for learning to read. The underlying mechanisms of the association between letter knowledge and reading skills are, however, not fully understood. Acquiring letter knowledge depends on the ability to learn and retrieve sound-symbol pairings. In the current study, this process was explored by setting preschool children's (N = 242, mean age = 5.57 years) performance in the acquisition and retrieval of a paired associate learning (PAL) task in relation to their letter knowledge as well as to their performance in tasks assessing precursors of reading skills (i.e., phonological awareness, rapid automatized naming, phonological short-term memory, backward recall, and response inhibition). Multiple regression analyses revealed that performance in the acquisition of the PAL task was significantly associated with phonological awareness and backward recall, whereas performance in the retrieval of the PAL task was significantly associated with rapid automatized nam- ing, phonological awareness, and backward recall. Moreover, PAL proved to be mediating the relation between reading precursors and letter knowledge. Together, these findings indicate that the acquisition of letter knowledge may depend on a visual-verbal associative learning mechanism and that different factors contribute to the acquisition and retrieval of such visual-verbal associations. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

The influence of visual-spatial skills on the association between processing of nonsymbolic […] Lonnemann, Jan; Müller, Christian; Büttner, Gerhard; Hasselhorn, Marcus Journal Article | In: Journal of Experimental Child Psychology | 2019 38745 Endnote: Author(s): Lonnemann, Jan; Müller, Christian; Büttner, Gerhard; Hasselhorn, Marcus
Title: The influence of visual-spatial skills on the association between processing of nonsymbolic numerical magnitude and number word sequence skills
In: Journal of Experimental Child Psychology, 178 (2019) , S. 184-197
DOI: 10.25656/01:17467
URN: urn:nbn:de:0111-pedocs-174677
URL: http://nbn-resolving.org/urn:nbn:de:0111-pedocs-174677
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Deutschland; Einflussfaktor; Raumvorstellung; Mathematische Kompetenz; Mathematisches Denken; Kind; Vorschulalter; Grundschulalter; Visuelle Wahrnehmung; Zahlensystem; Wort; Assoziation; Größe; Vergleich; Arithmetik; Test
Abstract (english): Nonsymbolic numerical magnitude processing skills are assumed to be fundamental to mathematical learning. Recent findings suggest that visual-spatial skills account for associations between children's performance in visually presented nonsymbolic numerical magnitude comparison tasks and their performance in visually presented arithmetic tasks. The aim of the current study was to examine whether associations between children's performance in visually presented tasks assessing nonsymbolic numerical magnitude processing skills and their performance in tasks assessing early mathematical skills, which do not involve visual stimulation, may also be mediated by visual-spatial skills. This line of reasoning is based on the assumption that children make use of mental visualization processes when working on tasks assessing early mathematical skills, such as knowledge of the sequence of number words, even when these tasks do not involve visual stimulation. We assessed 4- to 6-year-old children's performance in a nonsymbolic numerical magnitude comparison task, in tasks concerning knowledge of the sequence of number words, and in a developmental test to assess visual-spatial skills. Children's nonsymbolic numerical magnitude processing skills were found to be associated with their number word sequence skills. This association was fully mediated by interindividual differences in visual-spatial skills. The effect size of this mediation effect was small. We assume that the ability to construct mental visualizations constitutes the key factor under- lying this mediation effect. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

An examination of the process of acquiring visual word representations in dyslexic children Bar-Kochva, Irit; Gilor, Orit; Breznitz, Zvia Journal Article | In: Journal for Educational Research Online | 2016 36143 Endnote: Author(s): Bar-Kochva, Irit; Gilor, Orit; Breznitz, Zvia
Title: An examination of the process of acquiring visual word representations in dyslexic children
In: Journal for Educational Research Online, 8 (2016) 1, S. 7-25
URN: urn:nbn:de:0111-pedocs-120274
URL: http://www.j-f-b.de/index.php/jero/article/view/619
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language: Englisch
Keywords: Arbeitsgedächtnis; Experimentelle Untersuchung; Grundschüler; Israel; Kognitive Kompetenz; Legasthenie; Lesen; Lesetest; Phonologie; Schuljahr 02; Schuljahr 04; Visuelle Wahrnehmung; Wort
Abstract: Kompetentes Lesen stützt sich auf die Fähigkeit, auf Wortrepräsentationen, d. h. die im Gedächtnis hergestellten Verbindungen zwischen der Orthographie eines Wortes, seiner Phonologie und seiner Bedeutung, zugreifen zu können. Ziel der vorliegenden Studie ist es, den Aneignungsprozess dieser Repräsentationen zu untersuchen. Die zentrale Hypothese ist dabei, dass Kinder mit Dyslexie Probleme haben, diese Repräsentationen aufzubauen und im Gedächtnis zu speichern, wobei angenommen werden kann, dass dies auf Grund einer Instabilität während des Prozesses der Wortdekodierung erfolgt. Die Leseleistung von Kindern mit Dyslexie wurde dafür verglichen mit der Leistung von Leserinnen und Lesern gleichen Alters sowie mit Leserinnen und Lesern, die auf demselben Niveau lesen (n = 20 pro Gruppe). Getestet wurde die Hypothese, indem den Leserinnen und Leser mehrmals dieselben Zielwörter vorgelegt wurden, welche in Wortlisten und sinnvolle Texte eingebettet waren. Dabei handelte es sich um Worte, bei denen die Kinder mit Dyslexie in einem Pre-Test Leseschwierigkeiten hatten, die jedoch Teil ihres gesprochenen Vokabulars waren. Analysiert wurden die Ergebnisse der jeweiligen Konfrontationen mit einem Zielwort. Die Befunde zeigen für Kinder mit Dyslexie auch bei einer wiederholten Auseinandersetzung mit denselben Zielworten geringere Genauigkeitsraten im Vergleich zu typischen Leserinnen und Lesern. Darüber hinaus ergeben sich bei den Kindern mit Dyslexie stärkere Schwankungen in der Art der Ergebnisse und mehr Inkonsistenzen, wenn es darum geht, dasselbe Ergebnis bei mehreren Konfrontationen mit demselben Zielwort wiederzugeben. Insofern stützen die Ergebnisse die Hypothese eines Defizits beim Aufbau und der Speicherung von Wortrepräsentationen während des Lesens bei Leserinnen und Leser mit Dyslexie und weisen auf eine Instabilität im Prozess des Dekodierens von Orthographie zu Phonologie hin. (DIPF/Orig.)
Abstract (english): Skilled reading relies on the ability to access word representations, conceptualized as connections established between a word's orthography, phonology and meaning in memory. This study set out to explore the process of acquisition of these representations. The central hypothesis was that dyslexic readers would present difficulties in forming and maintaining word representations in memory, presumably due to instability in processes of decoding. Their performance was compared to the performance of age-matched and reading-level-matched typical readers (n = 20 per group). The hypothesis was tested by repeatedly exposing the readers to the same target words embedded in word-lists and meaningful texts. The targets were words which the dyslexic participants had difficulty to read in a pre-test, while being part of their spoken vocabulary. The output of each encounter with a target word was analyzed. The results indicate reduced accuracy rates of dyslexic readers compared to typical readers, despite the repeated exposures to the same targets. In addition, dyslexic readers showed larger variability in types of output and higher rates of inconsistency in producing the same output across encounters with the same target. The results therefore uphold the hypothesis of a deficiency of dyslexic readers in forming and retaining word representations in reading, and point to instability in processes of decoding orthography to phonology. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

Working memory functioning in children with poor mathematical skills. Relationships to […] Klesczewski, Julia; Brandenburg, Janin; Fischbach, Anne; Grube, Dietmar; Hasselhorn, Marcus; […] Journal Article | In: Zeitschrift für Psychologie | 2015 35638 Endnote: Author(s): Klesczewski, Julia; Brandenburg, Janin; Fischbach, Anne; Grube, Dietmar; Hasselhorn, Marcus; Büttner, Gerhard
Title: Working memory functioning in children with poor mathematical skills. Relationships to IQ-achievement discrepancy and additional reading and spelling difficulties
In: Zeitschrift für Psychologie, 223 (2015) 2, S. 83-92
DOI: 10.1027/2151-2604/a000206
URN: urn:nbn:de:0111-pedocs-127285
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-127285
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language: Englisch
Keywords: Arbeitsgedächtnis; Deutschland; Empirische Untersuchung; Grundschulalter; Grundschule; Intelligenzquotient; Kind; Kognitive Prozesse; Lernschwierigkeit; Lesen; Phonologie; Rechenschwäche; Rechtschreibung; Schuljahr 03; Visuelle Wahrnehmung
Abstract: Previous research on working memory (WM) in children with poor mathematical skills has yielded heterogeneous results, possibly due to inconsistent consideration of the IQ-achievement discrepancy and additional reading and spelling difficulties. To examine the impact of both, the WM of 68 average-achieving and 68 low-achieving third-graders in mathematics was assessed. Preliminary analyses showed that poor mathematical skills were associated with poor WM. Afterwards, children with isolated mathematical difficulties were separated from those with additional reading and spelling difficulties. Half of each group fulfilled the IQ-achievement discrepancy, resulting in a 2 (additional reading and spelling difficulties: yes/no) by 2 (IQ-achievement discrepancy: yes/no) factorial design. Analyses revealed that not fulfilling the IQ achievement discrepancy was associated with poor visual WM, whereas additional reading and spelling difficulties were associated with poor central executive functioning in children fulfilling the IQ-achievement discrepancy. Therefore, WM in children with poor mathematical skills differs according to the IQ-achievement discrepancy and additional reading and spelling difficulties. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

The relations between early working memory abilities and later developing reading skills. A […] Nevo, Einat; Bar-Kochva, Irit Journal Article | In: Mind, Brain and Education | 2015 35793 Endnote: Author(s): Nevo, Einat; Bar-Kochva, Irit
Title: The relations between early working memory abilities and later developing reading skills. A longitudinal study from kindergarten to fifth grade
In: Mind, Brain and Education, 9 (2015) 3, S. 154-163
DOI: 10.1111/mbe.12084
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Arbeitsgedächtnis; Hebräisch; Israel; Kind; Kindergarten; Längsschnittuntersuchung; Lesen; Leseverstehen; Phonologie; Risikokind; Schuljahr 01; Schuljahr 02; Schuljahr 05; Visuelle Wahrnehmung
Abstract: This study investigated the relations of early working-memory abilities (phonological and visual-spatial short-term memory [ STM] and complex memory and episodic buffer memory) and later developing reading skills. Sixty Hebrew-speaking children were followed from kindergarten through Grade 5. Working memory was tested in kindergarten and reading in Grades 1, 2, and 5. All memory measures, but phonological STM, correlated with reading up to Grade 5. Regression analyses (with intelligence quotient controlled) demonstrated that phonological complex memory predicted all reading skills in Grade 1, and accuracy in Grade 2. The rather understudied visual-spatial memory predicted comprehension in Grades 2 ( STM) and 5 (complex memory). The results point to an important role of the phonological complex memory in early assessment, and suggest a long-lasting role of early visual-spatial memory in predicting variance in reading. Whether this role of the visual-spatial memory is unique to the Hebrew orthography because of its visual features requires, however, further investigation. (DIPF/Autor)
DIPF-Departments: Bildung und Entwicklung

Experimentelle Handlungsforschung. Kognitive Grundlagen der Wahrnehmung und Steuerung von Handlungen Hasselhorn, Marcus; Heuer, Herbert; Schneider, Silvia (Hrsg.) Compilation Book | Stuttgart: Kohlhammer | 2014 8714 Endnote: Editor(s) Hasselhorn, Marcus; Heuer, Herbert; Schneider, Silvia
Title: Experimentelle Handlungsforschung. Kognitive Grundlagen der Wahrnehmung und Steuerung von Handlungen
Published: Stuttgart: Kohlhammer, 2014 (Standards Psychologie, 1)
Publication Type: 2. Herausgeberschaft; Sammelband (keine besondere Kategorie)
Language: Deutsch
Keywords: Aufmerksamkeit; Experimentelle Psychologie; Handlungsforschung; Handlungstheorie; Kognition; Kognitionspsychologie; Kooperation; Lehrbuch; Selbsterkenntnis; Verstehen; Visuelle Wahrnehmung; Wahrnehmung
Abstract: Die Struktur menschlichen Handelns ist in den vergangenen zwei Jahrzehnten erneut zu einem zentralen Thema psychologischer Forschung geworden. Lange Zeit davor galt Psychologie als Wissenschaft vom Denken, Fühlen und Wollen, und Handeln kam, wenn überhaupt, nur am Rande vor. Einen zentralen Anteil an der Renaissance des Handelns hat die moderne Kognitionspsychologie, die im Mittelpunkt des Buchs steht. Sie untersucht die repräsentationalen Grundlagen von Handlungen - die Lernprozesse, in denen Handlungswissen entsteht, und die Kontrollprozesse, in denen es in Handlungen umgesetzt wird. Das Buch führt in den ideomotorischen Ansatz ein, der der kognitiven Handlungsforschung entscheidende Impulse gegeben hat. Es gibt einen Überblick über den aktuellen Stand der Forschung aus drei unterschiedlichen Perspektiven: der individuellen Perspektive der Allgemeinen Psychologie, der interindividuellen Perspektive der Sozialpsychologie und der ontogenetischen Perspektive der Entwicklungspsychologie. (DIPF/Org.)
DIPF-Departments: Bildung und Entwicklung

What is not working in working memory of children with literacy disorders? Evidence from a […] Fischbach, Anne; Könen, Tanja; Rietz, Chantal S.; Hasselhorn, Marcus Journal Article | In: Reading and Writing | 2014 33447 Endnote: Author(s): Fischbach, Anne; Könen, Tanja; Rietz, Chantal S.; Hasselhorn, Marcus
Title: What is not working in working memory of children with literacy disorders? Evidence from a three-year-longitudinal study
In: Reading and Writing, 27 (2014) 2, S. 267-286
DOI: 10.1007/s11145-013-9444-5
URN: urn:nbn:de:0111-pedocs-178478
URL: http://nbn-resolving.org/urn:nbn:de:0111-pedocs-178478
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Arbeitsgedächtnis; Intelligenztest; Kind; Kognitive Prozesse; Lesestörung; Lesetest; Phonologie; Raumvorstellung; Schuljahr 03; Schuljahr 04; Schuljahr 05; Visuelle Wahrnehmung
Abstract: The goals of this study were to explore the deficits in working memory associated with literacy disorders (i.e. developmental disorders of reading and/or spelling) and the developmental trajectories of these working memory deficits. The performance of 28 children with literacy disorders was compared to a non-disabled control group with the same group size at five bi-annual times of measurement in a three-year-longitudinal study beginning at the end of primary school (9.5 years of age). Storage capacity and central-executive working memory were assessed in phonological and visual-spatial modalities, the latter under static and dynamic conditions. Overall, children with literacy disorders were outperformed by their typical developing peers in all phonological and in dynamic visual-spatial storage and central-executive tasks except for the static visual-spatial storage task. Results at single times of measurement revealed that the most consistent deficit was found in the storage capacity of the phonological loop. An additional central-executive impairment is supported by low backward spans. The causes for output deficits in dynamic visual-spatial tasks and good performance under static visual-spatial condition are discussed.
DIPF-Departments: Bildung und Entwicklung

Response-retrieval in identity negative priming is modulated by temporal discriminability Ihrke, Matthias; Behrendt, Jörg; Menge, Uwe; Titz, Cora; Hasselhorn, Marcus Journal Article | In: Frontiers in Psychology | 2014 34606 Endnote: Author(s): Ihrke, Matthias; Behrendt, Jörg; Menge, Uwe; Titz, Cora; Hasselhorn, Marcus
Title: Response-retrieval in identity negative priming is modulated by temporal discriminability
In: Frontiers in Psychology, (2014) , S. 5:621
DOI: 10.3389/fpsyg.2014.00621
URL: http://journal.frontiersin.org/Journal/10.3389/fpsyg.2014.00621/abstract
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Aufmerksamkeit; Deutschland; Erwachsener; Experiment; Experimentelle Untersuchung; Gedächtnis; Reaktion; Semantik; Sinneseindruck; Unaufmerksamkeit; Visuelle Wahrnehmung; Wiederholung
Abstract (english): Reaction times to previously ignored information are often delayed, a phenomenon referred to as negative priming (NP). Rothermund et al. (2005) proposed that NP is caused by the retrieval of incidental stimulus-response associations when consecutive displays share visual features but require different responses. In two experiments we examined whether the features (color, shape) that reappear in consecutive displays, or their level of processing (early-perceptual, late-semantic) moderate the likelihood that stimulus-response associations are retrieved. Using a perceptual matching task (Experiment 1), NP occurred independently of whether responses were repeated or switched. Only when implementing a semantic-matching task (Experiment 2), negative priming was determined by response-repetition as predicted by response-retrieval theory. The results can be explained in terms of a task-dependent temporal discrimination process (Milliken et al., 1998): Response-relevant features are encoded more strongly and/or are more likely to be retrieved than irrelevant features. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

"Ich sehe was, was Du nicht siehst …" - Was Rineke Dijkstra mit ihrem Video I see a woman crying […] Jornitz, Sieglinde Journal Article | In: Pädagogische Korrespondenz | 2014 36284 Endnote: Author(s): Jornitz, Sieglinde
Title: "Ich sehe was, was Du nicht siehst …" - Was Rineke Dijkstra mit ihrem Video I see a woman crying (Weeping Woman) vor Augen führt
In: Pädagogische Korrespondenz, (2014) 49, S. 93-106
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Deutsch
Keywords: Ästhetische Erziehung; Bildbetrachtung; Bildungsprozess; Gespräch; Interpretation; Kind; Kunstbetrachtung; Schüler; Strukturanalyse; Video; Visuelle Wahrnehmung
Abstract: Die Autorin interpretiert das Video "I see a woman crying (Weeping Woman)" der niederländischen Künstlerin Rinke Dijkstra unter Aspekten des Bildungsprozesses von Kindern. In der sequentiellen Erschließung einzelner Szenen des Videos kann gezeigt werden, wie ein Gespräch von Kindern ein Kunstwerk thematisiert. Damit wird mit künstlerisch-ästhetischen Mitteln das Bildungsproblem inszeniert. (DIPF/Autor)
Abstract (english): The author analyses the video-work "I see a woman crying (Weeping Woman)" of the Dutch artist Rineke Dijkstra by focussing on the aspect of exploration of children. In a sequential analysis of the video, the problem of didactic and exploration comes into sight. (DIPF/Autor)
DIPF-Departments: Informationszentrum Bildung