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(Schlagwörter: "Kognitionspsychologie")
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Lernen
Gold, Andreas; Brod, Garvin
Book Chapter
| Aus: Preiser, Siegfried (Hrsg.): Pädagogische Psychologie: Psychologische Grundlagen von Erziehung und Unterricht | Weinheim: Beltz Juventa | 2021
41385 Endnote
Author(s):
Gold, Andreas; Brod, Garvin
Title:
Lernen
In:
Preiser, Siegfried (Hrsg.): Pädagogische Psychologie: Psychologische Grundlagen von Erziehung und Unterricht, Weinheim: Beltz Juventa, 2021 , S. 79-101
Publication Type:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Lernen; Wissenserwerb; Kognitive Prozesse; Informationsverarbeitung; Kognitionspsychologie; Lerntheorie; Konstruktivismus; Kooperatives Lernen; Problemlösen; Transfer; Verhalten; Gewohnheit; Gedächtnis; Konditionierung; Wissen; Selbstgesteuertes Lernen
Abstract:
[...] Zu Beginn des 5. Kapitels wird Lernen als Aufbau von Wissen und Können definiert. Dieser Sichtweise folgend wird die kognitionspsychologische Theorie der Informationsverarbeitung in ihrer "konstruktivistischen" Ausgestaltung ausführlicher vorgestellt (5.1). Eine ganz andere Gruppe von Lerntheorien begreift Lernen als (sichtbare) Veränderung von Verhalten und von Gewohnheiten (5.2). In dieser Tradition stehen insbesondere die Konditionierungstheorien. Mit der Darstellung der sozial-kognitiven Lerntheorie wird abschließend wieder ein Bogen von den verhaltens- zu den kognitionspsychologischen Ansätzen geschlagen. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Ergodic subspace analysis
Oertzen, Timo von; Schmiedek, Florian; Völkle, Manuel C.
Journal Article
| In: Journal of Intelligence | 2020
39822 Endnote
Author(s):
Oertzen, Timo von; Schmiedek, Florian; Völkle, Manuel C.
Title:
Ergodic subspace analysis
In:
Journal of Intelligence, 8 (2020) 1, S. 3
DOI:
10.3390/jintelligence8010003
URN:
urn:nbn:de:0111-dipfdocs-191423
URL:
http://www.dipfdocs.de/volltexte/2020/19142/pdf/jintelligence_2020_1_von_Oertzen_Schmiedek_Voelkle_Ergodic_subspace_analysis_A.pdf
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Kognition; Kognitionspsychologie; Variable; Varianzanalyse
Abstract:
Properties of psychological variables at the mean or variance level can differ between persons and within persons across multiple time points. For example, cross-sectional findings between persons of different ages do not necessarily reflect the development of a single person over time. Recently, there has been an increased interest in the difference between covariance structures, expressed by covariance matrices, that evolve between persons and within a single person over multiple time points. If these structures are identical at the population level, the structure is called ergodic. However, recent data confirms that ergodicity is not generally given, particularly not for cognitive variables. For example, the g factor that is dominant for cognitive abilities between persons seems to explain far less variance when concentrating on a single person's data. However, other subdimensions of cognitive abilities seem to appear both between and within persons; that is, there seems to be a lower-dimensional subspace of cognitive abilities in which cognitive abilities are in fact ergodic. In this article, we present ergodic subspace analysis (ESA), a mathematical method to identify, for a given set of variables, which subspace is most important within persons, which is most important between person, and which is ergodic. Similar to the common spatial patterns method, the ESA method first whitens a joint distribution from both the between and the within variance structure and then performs a principle component analysis (PCA) on the between distribution, which then automatically acts as an inverse PCA on the within distribution. The difference of the eigenvalues allows a separation of the rotated dimensions into the three subspaces corresponding to within, between, and ergodic substructures. We apply the method to simulated data and to data from the COGITO study to exemplify its usage. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Paper-based assessment of the effects of aging on response time in processing speed. A diffusion […]
Dirk, Judith; Kratzsch, Gesa Katharina; Prindle, John P.; Kröhne, Ulf; Goldhammer, Frank; […]
Journal Article
| In: Journal of Intelligence | 2017
37296 Endnote
Author(s):
Dirk, Judith; Kratzsch, Gesa Katharina; Prindle, John P.; Kröhne, Ulf; Goldhammer, Frank; Schmiedek, Florian
Title:
Paper-based assessment of the effects of aging on response time in processing speed. A diffusion model analysis
In:
Journal of Intelligence, 5 (2017) 2, S. 1-16
DOI:
10.3390/jintelligence5020012
URN:
urn:nbn:de:0111-dipfdocs-191786
URL:
http://www.dipfdocs.de/volltexte/2020/19178/pdf/jintelligence_2017_2_Dirk_et_al_Paper-based_assessment_of_the_effects_of_aging_on_response_time_A.pdf
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Alter Mensch; Altern; Antwort; Deutschland; Empirische Untersuchung; Junger Erwachsener; Kognitionspsychologie; Leistung; Messung; Modell; Vergleichsuntersuchung; Zeit
Abstract:
The effects of aging on response time were examined in a paper-based lexical-decision experiment with younger (age 18-36) and older (age 64-75) adults, applying Ratcliff's diffusion model. Using digital pens allowed the paper-based assessment of response times for single items. Age differences previously reported by Ratcliff and colleagues in computer-based experiments were partly replicated: older adults responded more conservatively than younger adults and showed a slowing of their nondecision components of RT by 53 ms. The rates of evidence accumulation (drift rate) showed no age-related differences. Participants with a higher score in a vocabulary test also had higher drift rates. The experiment demonstrates the possibility to use formal processing models with paper-based tests. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung; Bildungsqualität und Evaluation
Linking extreme response style to response processes. A cross-cultural mixed methods approach
Benitez, Isabel; He, Jia; van de Vijver, Fons J. R.; Padilla, José-Luis
Journal Article
| In: International Journal of Psychology | 2016
36604 Endnote
Author(s):
Benitez, Isabel; He, Jia; van de Vijver, Fons J. R.; Padilla, José-Luis
Title:
Linking extreme response style to response processes. A cross-cultural mixed methods approach
In:
International Journal of Psychology, 51 (2016) 6, S. 464-473
DOI:
10.1002/ijop.12379
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Antwort; Interkultureller Vergleich; Internationaler Vergleich; Interview; Kognitionspsychologie; Niederlande; Qualitative Forschung; Quantitative Forschung; Spanien; Verhalten; Verstehen
Abstract:
The aim of this study is to contribute to a better understanding of extreme response style in cross-cultural research by integrating quantitative and qualitative evidence in a mixed methods design. In the quantitative phase, indexes of extreme response style, derived from quality of life measures from different international studies, were compared between Spain and the Netherlands. Results indicated that extreme responding was more common among Spanish than among Dutch in endorsement of items, but that the opposite was found for frequency scales including never as a response anchor. In the qualitative phase, cognitive interviews were conducted with 25 participants in each country. The integration of quantitative results and qualitative findings suggests that country differences in extreme response style may stem from various sources, including the more independent evaluation of each item by Dutch, the stronger connotations of never for Spanish and stronger emotions triggered by specific topics such as work satisfaction that was more strongly associated with insecurity for Spanish. It is concluded that the integration of quantitative and qualitative evidence can help to understand cross-cultural similarities and differences in extreme response style. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Fluctuations in elementary school children's working memory performance in the school context
Dirk, Judith; Schmiedek, Florian
Journal Article
| In: Journal of Educational Psychology | 2016
35728 Endnote
Author(s):
Dirk, Judith; Schmiedek, Florian
Title:
Fluctuations in elementary school children's working memory performance in the school context
In:
Journal of Educational Psychology, 108 (2016) 5, S. 722-739
DOI:
10.1037/edu0000076
URN:
urn:nbn:de:0111-pedocs-169471
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-169471
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Arbeitsgedächtnis; Deutschland; Grundschüler; Kognition; Kognitionspsychologie; Längsschnittuntersuchung; Leistungsmessung; Schulerfolg; Schülerleistung; Schuljahr 03; Schuljahr 04; Smartphone; Veränderung; Wohlbefinden
Abstract:
Children experience good and bad days in their performance. Although this phenomenon is well-known to teachers, parents, and students it has not been investigated empirically. We examined whether children's working memory performance varies systematically from day to day and to which extent fluctuations at faster timescales (i.e., occasions, moments) contribute to daily WM fluctuations in the school context. In an ambulatory assessment study, Grade 3 and Grade 4 students (8 to 11 years old; N ! 110) completed WM tasks on smartphones 3 times a day in school and at home for 4 weeks. Results showed substantial within-person fluctuations in children's daily WM performance. Across task conditions, day-to-day, occasion-to-occasion, and moment-to-moment variability accounted for roughly the same extent of observed day-to-day variability with large individual differences in the amount of reliable fluctuations at the different timescales. Grade 3 students were more variable than were Grade 4 students at the faster timescales, more variable WM performance at all timescales was related to lower school achievement, and more day-to-day variability was associated with lower fluid intelligence. These findings build the foundation for research on the antecedents and consequences of children's fluctuating cognitive resources. Theories about cognitive development and learning should consider performance fluctuations across and within days to understand the processes underlying long-term changes. Educational practice may be informed by the substantial WM fluctuations at all timescales and adopt interventions that increase children's attentional focus and self-regulation. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Rehearsal development as development of iterative recall processes
Lehmann, Martin
Journal Article
| In: Frontiers in Psychology | 2015
36025 Endnote
Author(s):
Lehmann, Martin
Title:
Rehearsal development as development of iterative recall processes
In:
Frontiers in Psychology, (2015) , S. 6:308
DOI:
10.3389/fpsyg.2015.00308
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
Deutschland; Erfolg; Erinnerung; Gedächtnis; Göttingen; Grundschüler; Kognitionspsychologie; Kognitive Entwicklung; Längsschnittuntersuchung; Strategie; Übung
Abstract:
Although much is known about the critical importance of active verbal rehearsal for successful recall, knowledge about the mechanisms of rehearsal and their respective development in children is very limited. To be able to rehearse several items together, these items have to be available, or, if presented and rehearsed previously, retrieved from memory. Therefore, joint rehearsal of several items may itself be considered recall. Accordingly, by analyzing free recall, one cannot only gain insight into how recall and rehearsal unfold, but also into how principles that govern children's recall govern children's rehearsal. Over a period of three and a half years (beginning at grade 3) 54 children were longitudinally assessed seven times on several overt rehearsal free recall trials. A first set of analyses on recall revealed significant age-related increases in the primacy effect and an age-invariant recency effect. In the middle portion of the list, wave-shaped recall characteristics emerged and increased with age, indicating grouping of the list into subsequences. In a second set of analyses, overt rehearsal behavior was decomposed into distinct rehearsal sets. Analyses of these sets revealed that the distribution of rehearsals within each set resembled the serial position curves with one- or two-item primacy and recency effects and wave-shaped rehearsal patterns in between. In addition, rehearsal behavior throughout the list was characterized by a decreasing tendency to begin rehearsal sets with the first list item. This result parallels the phenomenon of beginning recall with the first item on short lists and with the last item on longer lists. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
How knowing the rules affects solving the Raven Advanced Progressive Matrices Test
Loesche, Patrick; Wiley, Jennifer; Hasselhorn, Marcus
Journal Article
| In: Intelligence | 2015
35061 Endnote
Author(s):
Loesche, Patrick; Wiley, Jennifer; Hasselhorn, Marcus
Title:
How knowing the rules affects solving the Raven Advanced Progressive Matrices Test
In:
Intelligence, 48 (2015) , S. 58-75
DOI:
10.1016/j.intell.2014.10.004
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Arbeitsgedächtnis; Chicago; Ill.; Deutschland; Experiment; Frankfurt a.M.; Grundstudium; Induktives Lernen; Intelligenztest; Kognitionspsychologie; Kognitive Prozesse; Problemlösen; Richtlinie; Schüler; Schuljahr 05; Schuljahr 06; Schuljahr 07; Schuljahr 08; Sekundarstufe I; Student; USA; Wissen
Abstract:
The solution process underlying the Raven Advanced Progressive Matrices (RAPM) has been conceptualized to consist of two subprocesses: rule induction and goal management. Past research has also found a strong relation between measures of working memory capacity and performance on RAPM. The present research attempted to test whether the goal management subprocess is responsible for the relation between working memory capacity and RAPM, using a paradigm where the rules necessary to solve the problems were given to subjects, assuming that it would render rule induction unnecessary. Three experiments revealed that working memory capacity was still strongly related to RAPM performance in the given-rules condition, while in two experiments the correlation in the given-rules condition was significantly higher than in the no-rules condition. Experiment 4 revealed that giving the rules affected problem solving behavior. Evidence from eye tracking protocols suggested that participants in the given-rules condition were more likely to approach the problems with a constructive matching strategy. Two possible mechanisms are discussed that could both explain why providing participants with the rules might increase the relation between working memory capacity and RAPM performance. (DIPF/Orig.)
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
Can the mini-mental state examination predict capacity to consent to treatment?
Haberstroh, Julia; Müller, Tanja; Knebel, Maren; Kaspar, Roman; Oswald, Frank; Pantel, Johannes
Journal Article
| In: The Journal of Gerontopsychology and Geriatric Psychiatry | 2014
34897 Endnote
Author(s):
Haberstroh, Julia; Müller, Tanja; Knebel, Maren; Kaspar, Roman; Oswald, Frank; Pantel, Johannes
Title:
Can the mini-mental state examination predict capacity to consent to treatment?
In:
The Journal of Gerontopsychology and Geriatric Psychiatry, 27 (2014) 4, S. 151-159
DOI:
10.1024/1662-9647/a000113
URN:
urn:nbn:de:0111-pedocs-148202
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-148202
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Alter Mensch; Bewertung; Deutschland; Erinnerung; Fähigkeit; Geriatrie; Kognitionspsychologie; Regressionsanalyse; Strukturgleichungsmodell; Test; Urteilsfähigkeit; Verbale Kommunikation
Abstract:
This study examines the relationship between capacity to consent to treatment as measured by the MacArthur Competence Assessment Tool for Treatment (MacCAT-T) and severity of cognitive impairment as measured with the Mini-Mental State Examination (MMSE). It also looks at the role of verbal retrieval in this relationship. We hypothesized that the often-quoted correlation between the MacCAT-T and the MMSE lies mainly in the joint dependence on verbal retrieval ability. Potential subjects were recruited from memory clinics, senior citizen meeting places, and a university program for seniors. Data of 149 people over 54 years, 49 of whom had been diagnosed with Alzheimer's disease or mixed dementia, were used. The relationship between capacity to consent to treatment, verbal retrieval, and MMSE was examined using a structural equation modeling framework. The findings suggest that verbal retrieval is a confounding method factor. In the informed consent process for people with dementia, verbal memory loads should be minimized to provide a more valid measure of their capacity to consent to treatment. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
'Children at Risk' of poor educational outcomes. Insights from a (neuro-)cognitive perspective
Schmid, Johanna; Hasselhorn, Marcus
Journal Article
| In: Child Indicators Research | 2014
35144 Endnote
Author(s):
Schmid, Johanna; Hasselhorn, Marcus
Title:
'Children at Risk' of poor educational outcomes. Insights from a (neuro-)cognitive perspective
In:
Child Indicators Research, 7 (2014) 4, S. 735-749
DOI:
10.1007/s12187-014-9260-8
URN:
urn:nbn:de:0111-pedocs-181658
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-181658
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Arbeitsgedächtnis; Aufmerksamkeit; Bildungserfolg; Forschung; Forschungsstand; Intelligenz; Kognitionspsychologie; Lernbedingungen; Risikokind
Abstract:
Taking a (neuro-)cognitive perspective, this article deals with preconditions of successful learning and maladaptive developmental processes related to deficient learning processes and poor educational outcomes. Three strands of research are focused that have made significant contributions to the understanding of (neuro-)cognitive risks for poor educational outcomes: intelligence research, research on working memory, and research on attentional processes. Selected examples from these areas of research are provided with a summary of main conclusions. In addition, we highlight current research gaps by arguing that there is a specific need for (a) future research focusing on the interactions between the (neuro-)cognitive functions described, as well as for (b) integrating results from the (neuro-)cognitive perspective into a broader conceptual framework of risk factors. A claim is made that more research is needed linking insights from different scientific perspectives and methodological traditions to generate approaches that successfully contribute to a substantial reduction of the percentage of students with poor educational outcomes. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
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