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Entwicklungspsychologie des Erwachsenenalters Hasselhorn, Marcus; Titz, Cora Sammelbandbeitrag | Aus: Arnold, Rolf; Nuissl, Ekkehard; Schrader, Josef (Hrsg.): Wörterbuch Erwachsenen- und Weiterbildung | Bad Heilbrunn: UTB/Klinkhardt | 2023 43689 Endnote: Autor*innen: Hasselhorn, Marcus; Titz, Cora
Titel: Entwicklungspsychologie des Erwachsenenalters
Aus: Arnold, Rolf; Nuissl, Ekkehard; Schrader, Josef (Hrsg.): Wörterbuch Erwachsenen- und Weiterbildung, Bad Heilbrunn: UTB/Klinkhardt, 2023 , S. 114-115
DOI: 10.35468/wbeb2022-074
URL: https://wb-erwachsenenbildung.net/download/entwicklungspsychologie-des-erwachsenenalters/
Dokumenttyp: 4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Sprache: Deutsch
Schlagwörter: Disziplin <Wissenschaft>; Emotion; Entwicklungspsychologie; Erleben; Erwachsenenalter; Erwachsener; Kognition; Verhalten
DIPF-Abteilung: Bildung und Entwicklung

We can teach more than we can tell. Combining deliberate practice, embodied cognition, and […] Limbu, Bibeg; Van Gelden, Gitte; Schneider, Jan; Specht, Marcus Sammelbandbeitrag | Aus: Mat Sanusi, Khaleel Asyraaf; Limbu, Bilbeg; Schneider, Jan; Di Mitri, Daniele; Klemke, Roland (Hrsg.): Proceedings of the Second International Workshop on Multimodal Immersive Learning Systems (MILeS 2022) at the Seventeenth European Conference on Technology Enhanced Learning (EC-TEL 2022), Toulouse, France, September 12th-16th, 2022 | Aachen: RWTH | 2022 43469 Endnote: Autor*innen: Limbu, Bibeg; Van Gelden, Gitte; Schneider, Jan; Specht, Marcus
Titel: We can teach more than we can tell. Combining deliberate practice, embodied cognition, and multimodal learning
Aus: Mat Sanusi, Khaleel Asyraaf; Limbu, Bilbeg; Schneider, Jan; Di Mitri, Daniele; Klemke, Roland (Hrsg.): Proceedings of the Second International Workshop on Multimodal Immersive Learning Systems (MILeS 2022) at the Seventeenth European Conference on Technology Enhanced Learning (EC-TEL 2022), Toulouse, France, September 12th-16th, 2022, Aachen: RWTH, 2022 , S. 15-21
URL: https://ceur-ws.org/Vol-3247/paper3.pdf
Dokumenttyp: 4. Beiträge in Sammelbänden; Beiträge in Proceedings mit Peer-Review-System
Sprache: Englisch
Schlagwörter: Badminton; Bewusstheit; Fertigkeit; Kognition; Können; Körpertechnik; Lernen; Multimodalität; Praxis; Training; Umwelt
Abstract (english): Acquisition and internalisation of many fundamental skills rely on repeated authentic practice and teachers providing support during practice. Despite this well accepted norms in skills acquisition, much of our assumptions about learning skills, mostly from a cognitive perspective, remain nebulous. Besides splitting hairs to classify skills acquisition into a paradigm, much of findings of related research from educational science and psychology have struggled to transfer into the domain of skills acquisition. Instead, in this paper, we propose to shift our view of skills acquisition from a cognitive approach to an embodied one with the help of multimodal technologies and provide a use-case which combines deliberate practice framework, embodied cognition principles, and multimodal learning. (DIPF/Orig.)
DIPF-Abteilung: Informationszentrum Bildung

Are different types of learning disorder associated with distinct cognitive functioning profiles? Brandenburg, Janin; Huschka, Sina Simone; Visser, Linda; Hasselhorn, Marcus Zeitschriftenbeitrag | In: Frontiers in Psychology | 2021 41632 Endnote: Autor*innen: Brandenburg, Janin; Huschka, Sina Simone; Visser, Linda; Hasselhorn, Marcus
Titel: Are different types of learning disorder associated with distinct cognitive functioning profiles?
In: Frontiers in Psychology, 12 (2021) , S. 725374
DOI: 10.3389/fpsyg.2021.725374
URL: https://www.frontiersin.org/articles/10.3389/fpsyg.2021.725374/full
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache: Englisch
Schlagwörter: Lernschwierigkeit; Kognitive Kompetenz; Kognition; Typ; Leseschwäche; Rechenschwäche; Rechtschreibschwäche; Intelligenz <Psy>; Schüler; Grundschule; Schuljahr 03; Kognitiver Fähigkeitstest; Aufmerksamkeit; Gedächtnis; Intelligenztest; Statistische Analyse; Korrelation; Standardabweichung; Chi-Quadrat-Test; Frankfurt; Hildesheim; Oldenburg; Hessen; Niedersachsen; Deutschland
Abstract: Introduction: DSM-5 presented a revised conceptualization of specific learning disorders (LD). Contrary to former versions, the various types of LD-i.e., mathematics disorder, reading disorder, and writing disorder-are not treated as distinct diagnostic entities but are integrated into one single LD category. In support of this new classification, it has been argued that the various types of LD overlap to a great extent in their cognitive functioning profiles and therefore do not exhibit a distinct set of cognitive causes. In contrast, ICD-11 still adheres to the idea of discrete categories and thus follows the specificity hypothesis of LD. Using latent profile analysis (LPA), we therefore tested the specificity of cognitive strengths and weaknesses in children with different types of LD. Secondly, we aimed at examining the extent to which observed LD characteristics (type and severity of LD as well as IQ-achievement discrepancy) were consistent with the membership of a given latent profile. Method: 302 German third-graders (134 girls; IQ ≥ 85; Mage = 111.05 months; SD = 5.76) with single or comorbid types of LD in the domains of mathematics, reading, and spelling completed a wide range of domain-specific and domain-general cognitive functioning measures. Results: Five qualitative distinct profiles of cognitive strengths and weaknesses were identified. Profile 1 (23% of the sample) showed Comprehensive Cognitive Deficits, performing low in all measures except for naming speed, language, and inhibition. Profile 2 (21%) included children with a Double Deficit in Phonological Awareness and Phonological Short-term Memory. Profile 3 (20%) was characterized by a Double Deficit of Phonological Awareness and Naming Speed. Profile 4 (19%) included children with a Single Deficit in Attention, and profile 5 (17%) consisted of children without any cognitive deficits. Moreover, type and severity of LD as well as IQ-achievement discrepancy discriminated between the profiles, which is in line with the specificity hypothesis of LD. Discussion: Overall, the finding of specific associations between the LD types and the identified cognitive profiles supports the ICD-11 classification of LD. Yet, those inferences may not be valid for an individual child but need to be examined through comprehensive diagnostic. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

Cognitive prerequisites for generative learning. Why some learning strategies are more effective […] Breitwieser, Jasmin; Brod, Garvin Zeitschriftenbeitrag | In: Child Development | 2021 40461 Endnote: Autor*innen: Breitwieser, Jasmin; Brod, Garvin
Titel: Cognitive prerequisites for generative learning. Why some learning strategies are more effective than others
In: Child Development, 92 (2021) 1, S. 258-272
DOI: 10.1111/cdev.13393
URN: urn:nbn:de:0111-pedocs-252348
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-252348
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Lernstrategie; Effektivität; Voraussetzung; Kognition; Unterschied; Lebensalter; Altersabhängigkeit; Schüler; Student; Empirische Untersuchung; Augenbewegung; Bewegungsanalyse; Frankfurt a.M.; Deutschland
Abstract: This study examined age‐related differences in the effectiveness of two generative learning strategies (GLSs). Twenty‐five children aged 9-11 and 25 university students aged 17-29 performed a facts learning task in which they had to generate either a prediction or an example before seeing the correct result. We found a significant Age × Learning Strategy interaction, with children remembering more facts after generating predictions rather than examples, whereas both strategies were similarly effective in adults. Pupillary data indicated that predictions stimulated surprise, whereas the effectiveness of example‐based learning correlated with children's analogical reasoning abilities. These findings suggest that there are different cognitive prerequisites for different GLSs, which results in varying degrees of strategy effectiveness by age.
DIPF-Abteilung: Bildung und Entwicklung

How can we make active learning work in K-12 education? Considering prerequisites for a successful […] Brod, Garvin Zeitschriftenbeitrag | In: Psychological Science in the Public Interest | 2021 42307 Endnote: Autor*innen: Brod, Garvin
Titel: How can we make active learning work in K-12 education? Considering prerequisites for a successful construction of understanding
In: Psychological Science in the Public Interest, 22 (2021) 1, S. 1-7
DOI: 10.1177/1529100621997376
URL: https://journals.sagepub.com/doi/full/10.1177/1529100621997376
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Aktives Lernen; Lernmethode; Schüler; Naturwissenschaftliche Bildung; Entdeckendes Lernen; Grundschule; Sekundarstufe I; Sekundarstufe II; Vorwissen; Einflussfaktor; Lernerfolg; Arbeitsgedächtnis; Lernvoraussetzungen; Unterstützung; Kognitive Kompetenz; Metakognition; Lernforschung; Empirische Forschung
Abstract (english): The construction-of-understanding ecosystem proves particularly useful because it provides an actionable framework of active learning that can be applied across disciplines. An assumption inherent in the framework is that active-learning practices are beneficial for student achievement in STEM. In this commentary, I have argued that there are prerequisites for this benefit to occur. Active-learning practices are demanding in that students need advanced cognitive and metacognitive capacities to be able to profit from them without being closely guided. The effects of insufficient cognitive and metacognitive capacities become most visible in younger students for whom these capacities are still developing. For example, elementary-school students struggle with constructing examples or drawings of abstract concepts as a result of their immature analogical reasoning skills (Breitwieser & Brod, 2021; Van Meter et al., 2006). This should not be taken to mean that active-learning practices cannot be beneficial for K-12 students, however. Prerequisites differ between practices, and a lack of them can often be counteracted with additional guidance. Instead, this commentary is intended as a pledge to consider prerequisites in order to choose those active-learning practices that are likely to work best for a particular group of students. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

Toward an understanding of when prior knowledge helps or hinders learning Brod, Garvin Zeitschriftenbeitrag | In: npj Science of Learning | 2021 42308 Endnote: Autor*innen: Brod, Garvin
Titel: Toward an understanding of when prior knowledge helps or hinders learning
In: npj Science of Learning, 6 (2021) , S. 24
DOI: 10.1038/s41539-021-00103-w
URL: https://www.nature.com/articles/s41539-021-00103-w
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Einflussfaktor; Gedächtnis; Kognition; Lernen; Lernerfolg; Lernprozess; Lerntheorie; Vorwissen
DIPF-Abteilung: Bildung und Entwicklung

For unto every one that hath shall be given. Teachers' competence profiles regarding the promotion […] Dignath, Charlotte Zeitschriftenbeitrag | In: Metacognition and Learning | 2021 42408 Endnote: Autor*innen: Dignath, Charlotte
Titel: For unto every one that hath shall be given. Teachers' competence profiles regarding the promotion of self‑regulated learning moderate the effectiveness of short‑term teacher training
In: Metacognition and Learning, 16 (2021) 3, S. 555-594
DOI: 10.1007/s11409-021-09271-x
URL: https://link.springer.com/article/10.1007/s11409-021-09271-x
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache: Englisch
Schlagwörter: Lehrer; Kompetenz; Lernen; Selbstregulation; Unterricht; Schüler; Förderung; Kognitive Prozesse; Metakognition; Motivation; Wissen; Überzeugung; Selbstwirksamkeit; Lehrerfortbildung; Training; Effektivität; Unterricht; Schüler; Förderung; Fragebogenerhebung; Datenanalyse; Chi-Quadrat Test; Regressionsanalyse; Faktorenanalyse; Empirische Untersuchung; Deutschland
Abstract (english): Teachers play a major role in the effectiveness of student learning. Teacher's competence contributes to their classroom practice. We applied a generic model of teacher competence to the specific context of teachers' promotion of self-regulated learning (SRL) in the classroom, and investigated teachers' competence profiles regarding SRL (study 1) and how teachers' competence can moderate the effectiveness of teacher training (study 2). In the first step, in study 1 191 teachers were assessed according to different characteristics that have been found to be important aspects of teacher competence (knowledge, beliefs, and self-efficacy). To investigate how these characteristics co-occur in teachers we determined latent profiles of teacher competence regarding SRL. To this end, and the data were subjected to a latent profile analysis that yielded two levels of competence profile: low and high competence to promote SRL. These competence profiles were positively associated with teachers' self-reported SRL practice in the classroom. Next, to test whether these competence profiles affect teachers' competence development, we conducted a training study. In this study 2, we examined the effects of an 8-h long teacher training about SRL on the development of teachers' competence (knowledge, beliefs, self-efficacy) and on their SRL practice in the classroom with a repeated measures control group design. Forty-five teachers participated in the training, and these teachers and their 543 students evaluated the effectiveness of the training. Training effects were found on the teacher level, but not on the student level. Teachers who participated in the training outperformed the control teachers in their development of self-efficacy to foster SRL, and their perceived SRL practice. Moreover, teachers' competence profiles moderated the training effect, showing that teachers with an initially high competence benefitted more from the training. Applying a generic model of teacher competence to the context of promoting SRL seems beneficial to inspire future research on indicators of teachers' SRL practice. (DIPF/Orig.)
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen

Introduction to the special issue. Mind the gap between research and practice in the area of […] Dignath, Charlotte; Mevarech, Zemira Zeitschriftenbeitrag | In: Metacognition and Learning | 2021 42409 Endnote: Autor*innen: Dignath, Charlotte; Mevarech, Zemira
Titel: Introduction to the special issue. Mind the gap between research and practice in the area of teachers' support of metacognition and SRL
In: Metacognition and Learning, 16 (2021) 3, S. 517-521
DOI: 10.1007/s11409-021-09285-5
URL: https://link.springer.com/article/10.1007/s11409-021-09285-5
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache: Englisch
Schlagwörter: Einführung; Pandemie; Hausunterricht; Selbstregulation; Metakognition; Schüler; Selbstgesteuertes Lernen; Forschung; Praxis; Lehrer; Lehramtsstudent; Unterstützung; Professionalität
Abstract (english): Since spring 2020, governments all over the world have temporarily and repeatedly closed schools in response to the COVID-19 pandemic. Learning at home requires a large amount of self-regulated learning (SRL) where students have to acquire and practice learning contents and skills independently without being provided with face to face support by their teacher. Current research reports that the main difficulties that students and teachers experience in these learning situations are related to SRL (Fischer et al., 2020). But also in everyday learning situations at school, SRL has been found to contribute significantly to students' learning progress, their motivation, and their achievement (Zimmerman & Bandura, 1994; Dent & Koenka, 2016). Acquiring skills for SRL is a necessity for students to become lifelong learners (Taranto & Buchanan, 2020), which has now been shown even more. However, when schools moved to distance learning, it not only became apparent how important SRL is, but also how poorly most students were prepared for SRL. (DIPF/Orig.)
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen

Ambulatory assessment of rumination and worry. Capturing perseverative cognitions in children's […] Kramer, Andrea C.; Neubauer, Andreas B.; Leonhardt, Anja; Brose, Annette; Dirk, Judith; […] Zeitschriftenbeitrag | In: Psychological Assessment | 2021 41467 Endnote: Autor*innen: Kramer, Andrea C.; Neubauer, Andreas B.; Leonhardt, Anja; Brose, Annette; Dirk, Judith; Schmiedek, Florian
Titel: Ambulatory assessment of rumination and worry. Capturing perseverative cognitions in children's daily life
In: Psychological Assessment, 33 (2021) 9, S. 827-842
DOI: 10.1037/pas0001020
URN: urn:nbn:de:0111-pedocs-243171
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-243171
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Kind; Denken; Wiederholung; Negativität; Kognition; Affekt; Wohlbefinden; Arbeitsgedächtnis; Leistung; Messverfahren; Validität; Psychometrie; Grundschüler; Fragebogen; Test; Smartphone; Empirische Untersuchung; Frankfurt a.M.; Deutschland
Abstract: Rumination and worry are common forms of perseverative cognition in children. Research has started to target perseverative cognitions in the everyday life of children, however, valid measurement instruments reliably capturing rumination and worry in children's daily life are still missing. We conducted two ambulatory assessment studies validating short scales suitable for the measurement of rumination and worry in children's daily life. Results of the first study (N = 110, 8-11 year-olds, 31 days, up to 4 daily measurements) supported a unidimensional structure of the rumination scale. Rumination was associated with negative affect (but not positive affect) on the within- and on the between-person level. On the between-person level, children who ruminated more showed poorer working memory performance. In the second study (N = 84, 8-10 year-olds, 21 days, up to 3 daily measurements), findings of Study 1 were largely replicated. Moreover, we established a unidimensional worry scale in Study 2 reliably capturing worry in children's daily life. Importantly, Study 2 showed that worry and rumination share common variance but can be differentiated in children. On the within-person level, higher levels of worry were associated with higher levels of negative affect and lower levels of positive affect. On the between-person level, worry was associated with higher levels of negative affect and lower working memory performance. Altogether, findings of both studies demonstrated that the short scales had excellent psychometric properties suggesting that they are helpful tools for the assessment of rumination and worry in children's daily life.person level, worry was associated with higher levels of negative affect and lower working memory performance. Altogether, findings of both studies demonstrated that the short scales had excellent psychometric properties suggesting that they are helpful tools for the assessment of rumination and worry in children's daily life. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

Tackling scientific misconceptions. The element of surprise Theobald, Maria; Brod, Garvin Zeitschriftenbeitrag | In: Child Development | 2021 41286 Endnote: Autor*innen: Theobald, Maria; Brod, Garvin
Titel: Tackling scientific misconceptions. The element of surprise
In: Child Development, 92 (2021) 5, S. 2128-2141
DOI: 10.1111/cdev.13582
URL: https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.13582
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Missverständnis; Kind; Grundschulalter; Stichprobe; Lernprozess; Lernforschung; Pupillenreflex; Kognition; Revision; Überraschung; Überzeugung; Naturwissenschaftlicher Unterricht; Naturwissenschaftliches Denken; Widerspruch; Lernverhalten; Einflussfaktor; Kognitive Lerntheorie
Abstract: Misconceptions about scientific concepts often prevail even if learners are confronted with conflicting evidence. This study tested the facilitative role of surprise in children's revision of misconceptions regarding water displacement in a sample of German children (N = 94, aged 6-9 years, 46% female). Surprise was measured via the pupil dilation response. It was induced by letting children generate predictions before presenting them with outcomes that conflicted with their misconception. Compared to a control condition, generating predictions boosted children's surprise and led to a greater revision of misconceptions (d = 0.56). Surprise further predicted successful belief revision during the learning phase. These results suggest that surprise increases the salience of a cognitive conflict, thereby facilitating the revision of misconceptions. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung