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Text-fading based training leads to transfer effects on children's sentence reading fluency Nagler, Telse; Korinth, Sebastian Peter; Linkersdörfer, Janosch; Lonnemann, Jan; Rump, Björn; […] Zeitschriftenbeitrag | In: Frontiers in Psychology | 2015 35269 Endnote: Autor*innen: Nagler, Telse; Korinth, Sebastian Peter; Linkersdörfer, Janosch; Lonnemann, Jan; Rump, Björn; Hasselhorn, Marcus; Lindberg, Sven
Titel: Text-fading based training leads to transfer effects on children's sentence reading fluency
In: Frontiers in Psychology, (2015) 6:119
DOI: 10.3389/fpsyg.2015.00119
URN: urn:nbn:de:0111-dipfdocs-191242
URL: http://www.dipfdocs.de/volltexte/2020/19124/pdf/fpsyg_2015_6_Nagler_et_al_Text-fading_based_training_A.pdf
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Deutschland; Empirische Untersuchung; Grundschüler; Intervention; Lesegeschwindigkeit; Lesen; Lesetest; Leseverstehen; Rhein-Main-Gebiet; Schuljahr 03; Training; Transfer
Abstract: Previous studies used a text-fading procedure as a training tool with the goal to increase silent reading fluency (i.e., proficient reading rate and comprehension). In recently published studies, this procedure resulted in lasting reading enhancements for adult and adolescent research samples. However, studies working with children reported mixed results. While reading rate improvements were observable for Dutch reading children in a text-fading training study, reading fluency improvements in standardized reading tests post-training attributable to the fading manipulation were not detectable. These results raise the question of whether text-fading training is not effective for children or whether research design issues have concealed possible transfer effects. Hence, the present study sought to investigate possible transfer effects resulting from a text-fading based reading training program, using a modified research design. Over a period of 3 weeks, two groups of German third-graders read sentences either with an adaptive text-fading procedure or at their self-paced reading rate. A standardized test measuring reading fluency at the word, sentence, and text level was conducted pre- and post-training. Text level reading fluency improved for both groups equally. Post-training gains at the word level were found for the text-fading group, however, no significant interaction between groups was revealed for word reading fluency. Sentence level reading fluency gains were found for the text-fading group, which significantly differed from the group of children reading at their self-paced reading routine. These findings provide evidence for the efficacy of text-fading as a training method for sentence reading fluency improvement also for children. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

Representations of interobject spatial relations in long-term memory Rump, Björn; McNamara, Timothy P. Zeitschriftenbeitrag | In: Memory & Cognition | 2013 42467 Endnote: Autor*innen: Rump, Björn; McNamara, Timothy P.
Titel: Representations of interobject spatial relations in long-term memory
In: Memory & Cognition, 41 (2013) 2, S. 201-213
DOI: 10.3758/s13421-012-0257-6
URL: https://link.springer.com/article/10.3758/s13421-012-0257-6
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Abstract: A growing body of evidence has indicated that human spatial memory is organized in terms of a small number of reference directions and that interobject spatial relations are represented in terms of these directions (e.g., McNamara, 2003). The goal of the present experiments was to investigate whether the selection of reference directions also affects the fidelity with which interobject spatial relations are represented in memory. In two experiments, participants memorized a layout of nine objects and then performed judgments of relative direction (e.g., "Imagine you are standing at the clock, facing the book. Point to the phone.") at a remote location. Imagined heading (e.g., at the clock, facing the book) and allocentric target direction (e.g., the direction from clock to phone in the allocentric frame of reference used to define imagined heading) were manipulated independently. The results of both experiments showed that the same directions that were benefited in imagined headings were also benefited in allocentric target directions. These findings indicate that interobject spatial relations are preferentially represented when they coincide with a reference direction.

Die Förderung von Lernstrategien im Unterrichtsalltag. Hertel, Silke; Elzen-Rump, Viola den Sammelbandbeitrag | Aus: Kliemann, Sabine (Hrsg.): Diagnostizieren und Fördern in der Grundschule.Schülerkompetenzen erkennen, unterstützen und ausbauen in den Klassen 1 bis 4.: Lehrerbücherei Grundschule | Berlin: Cornelsen Scriptor | 2010 19249 Endnote: Autor*innen: Hertel, Silke; Elzen-Rump, Viola den
Titel: Die Förderung von Lernstrategien im Unterrichtsalltag.
Aus: Kliemann, Sabine (Hrsg.): Diagnostizieren und Fördern in der Grundschule.Schülerkompetenzen erkennen, unterstützen und ausbauen in den Klassen 1 bis 4.: Lehrerbücherei Grundschule, Berlin: Cornelsen Scriptor, 2010 (Lehrer-Bücherei Grundschule - kompakt), S. 80-89
Dokumenttyp: 4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Sprache: Deutsch
Schlagwörter: Förderung; Grundschule; Lernen; Lernprozeß; Lernstrategie; Selbstreguliertes Lernen; Unterricht
Abstract: Die Vermittlung von Lernstrategien ist ein wichtiges Bildungsziel der Schule. Insbesondere vor dem Hintergrund der schnellen Veralterung von Wissen nehmen Lernstrategien einen zentralen Stellenwert ein. In empirischen Untersuchungen konnte gezeigt werden, dass durch altersgemäße Unterstützungs- und Förderangebote bereits bei Kindern im Vor- und Grundschulalter der Erwerb von Lernstrategien unterstützt werden kann. Bezug nehmend auf diese Befunde, die Bildungsstandards für den Primarbereich sowie theoretische Ansätze zu konstruktivistisch orientierten Lehr-Lern-Konzepten kann die Vermittlung von Lernstrategien als eine zentrale Aufgabe der Grundschule angesehen werden. In dem Beitrag werden wichtige Lernstrategien und Möglichkeiten für deren Vermittlung im Grundschul-Unterricht vorgestellt. (DIPF/Autor)
DIPF-Abteilung: Bildungsqualität und Evaluation

Human spatial memory and navigation McNamara, Timothy P.; Sluzenski, Julia; Rump, Björn Sammelbandbeitrag | Aus: Byrne, John H. (Hrsg.): Cognitive psychology of memory | Amsterdam: Elsevier | 2008 42466 Endnote: Autor*innen: McNamara, Timothy P.; Sluzenski, Julia; Rump, Björn
Titel: Human spatial memory and navigation
Aus: Byrne, John H. (Hrsg.): Cognitive psychology of memory, Amsterdam: Elsevier, 2008 (Learning and memory: A comprehensive reference, 2), S. 157-178
DOI: 10.1016/B978-012370509-9.00176-5
URL: https://www.sciencedirect.com/science/article/pii/B9780123705099001765?via%3Dihub
Dokumenttyp: 4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Sprache: Englisch
Abstract: This chapter reviews empirical and theoretical advancements in the scientific understanding of human spatial memory and navigation. The primary goal is to examine the ways in which memories of familiar environments are used to guide locomotion, reorientation, and wayfinding. The chapter covers eight major topic areas: Elemental types of spatial knowledge; theories of the acquisition of spatial knowledge; the nature of spatial knowledge; spatial reference systems in memory; spatial updating during locomotion; cognitive theories of spatial memory and navigation; the development of spatial memory and navigational capabilities; and the cognitive neuroscience of spatial memory. The final section of the chapter summarizes these findings and identifies promising directions for future research on human spatial memory and navigation.

Distance estimation in virtual and real environments using bisection Bodenheimer, Bobby; Meng, Jingjing; Wu, Haojie; Narasimham, Gayathri; Rump, Björn; […] Sammelbandbeitrag | Aus: Wallraven, Christian; Sundstedt, Veronica (Hrsg.): Proceedings APGV 2007: Symposium on Applied Perception in Graphics and Visualization, Tübingen, Germany, July 25 - 27, 2007 | New York; NY: Association for Computing Machinery | 2007 42465 Endnote: Autor*innen: Bodenheimer, Bobby; Meng, Jingjing; Wu, Haojie; Narasimham, Gayathri; Rump, Björn; McNamara, Timothy P.; Carr, Thomas H.; Rieser, John
Titel: Distance estimation in virtual and real environments using bisection
Aus: Wallraven, Christian; Sundstedt, Veronica (Hrsg.): Proceedings APGV 2007: Symposium on Applied Perception in Graphics and Visualization, Tübingen, Germany, July 25 - 27, 2007, New York; NY: Association for Computing Machinery, 2007 , S. 35-40
DOI: 10.1145/1272582.1272589
URL: https://dl.acm.org/doi/10.1145/1272582.1272589
Dokumenttyp: 4. Beiträge in Sammelbänden; Beiträge in Volltext-Proceedings mit Peer-Review-Verfahren
Sprache: Englisch

Updating in models of spatial memory Rump, Björn; McNamara, Timothy P. Sammelbandbeitrag | Aus: Barkowsky, Thomas; Knauff, Markus; Ligozat, Gérard; Montello, Daniel R. (Hrsg.): Spatial cognition V: Reasoning, action, interaction, International Conference Spatial Cognition 2006, Bremen, Germany, September 24-28, 2006, revised selected papers | Berlin: Springer | 2007 42463 Endnote: Autor*innen: Rump, Björn; McNamara, Timothy P.
Titel: Updating in models of spatial memory
Aus: Barkowsky, Thomas; Knauff, Markus; Ligozat, Gérard; Montello, Daniel R. (Hrsg.): Spatial cognition V: Reasoning, action, interaction, International Conference Spatial Cognition 2006, Bremen, Germany, September 24-28, 2006, revised selected papers, Berlin: Springer, 2007 (Lecture Notes in Computer Science, 4387), S. 249-269
DOI: 10.1007/978-3-540-75666-8_15
URL: https://doi.org/10.1007/978-3-540-75666-8_15
Dokumenttyp: 4. Beiträge in Sammelbänden; Beiträge in Volltext-Proceedings mit Peer-Review-Verfahren
Sprache: Englisch
Abstract: This chapter discusses a new model of spatial memory and updating. The model includes an egocentric subsystem that computes and represents transient self-to-object spatial relations and an environmental subsystem that forms enduring representations of environments using intrinsic reference systems. Updating occurs in both subsystems, but only the egocentric subsystem readily provides object locations relative to any adopted orientation. In the absence of visual support, updating in the egocentric subsystem is limited, and object locations may have to be retrieved from the orientation dependent environmental subsystem. The model is evaluated in light of the results of numerous studies from the areas of spatial memory and spatial updating and contrasted with two alternative models. Furthermore, results are presented that suggest that interobject spatial relations are preferentially represented when they are aligned with intrinsic reference directions in the environmental subsystem.

Exploring large virtual environments with an HMD when physical space is limited Williams, Betsy; Narasimham, Gayathri; Rump, Björn; McNamara, Timothy P.; Carr, Thomas H.; […] Sammelbandbeitrag | Aus: Wallraven, Christian; Sundstedt, Veronica (Hrsg.): Proceedings APGV 2007: Symposium on Applied Perception in Graphics and Visualization, Tübingen, Germany, July 25 - 27, 2007 | New York; NY: Association for Computing Machinery | 2007 42464 Endnote: Autor*innen: Williams, Betsy; Narasimham, Gayathri; Rump, Björn; McNamara, Timothy P.; Carr, Thomas H.; Rieser, John; Bodenheimer, Bobby
Titel: Exploring large virtual environments with an HMD when physical space is limited
Aus: Wallraven, Christian; Sundstedt, Veronica (Hrsg.): Proceedings APGV 2007: Symposium on Applied Perception in Graphics and Visualization, Tübingen, Germany, July 25 - 27, 2007, New York; NY: Association for Computing Machinery, 2007 , S. 41-48
DOI: 10.1145/1272582.1272590
URL: https://dl.acm.org/doi/10.1145/1272582.1272590
Dokumenttyp: 4. Beiträge in Sammelbänden; Beiträge in Volltext-Proceedings mit Peer-Review-Verfahren
Sprache: Englisch
Abstract: Virtual Environments presented through head-mounted displays (HMDs) are often explored on foot. Exploration on foot is useful since the afferent and efferent cues of physical locomotion aid spatial awareness. However, the size of the virtual environment that can be explored on foot is limited to the dimensions of the tracking space of the HMD unless other strategies are used. This paper presents a system for exploring a large virtual environment on foot when the size of the physical surroundings is small by leveraging people's natural ability to spatially update. This paper presents three methods of "resetting" users when they reach the physical limits of the HMD tracking system. Resetting involves manipulating the users' location in physical space to move them out of the path of the physical obstruction while maintaining their spatial awareness of the virtual space.

Roles of egocentric and allocentric spatial representations in locomotion and reorientation Mou, Weimin; McNamara, Timothy P.; Rump, Björn; Xiao, Chengli Zeitschriftenbeitrag | In: Journal of Experimental Psychology. Learning, Memory, and Cognition | 2006 42462 Endnote: Autor*innen: Mou, Weimin; McNamara, Timothy P.; Rump, Björn; Xiao, Chengli
Titel: Roles of egocentric and allocentric spatial representations in locomotion and reorientation
In: Journal of Experimental Psychology. Learning, Memory, and Cognition, 32 (2006) 6, S. 1274-1290
DOI: 10.1037/0278-7393.32.6.1274
URL: https://doi.apa.org/record/2006-20573-005
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Abstract: Four experiments investigated the nature of spatial representations used in locomotion. Participants learned the layout of several objects and then pointed to the objects while blindfolded in 3 conditions: before turning (baseline), after turning to a new heading (updating), and after disorientation (disorientation). The internal consistency of pointing in the disorientation condition was relatively high and equivalent to that in the baseline and updating conditions, when the layout had salient intrinsic axes and the participants learned the locations of the objects on the periphery of the layout. The internal consistency of pointing was disrupted by disorientation when participants learned the locations of objects while standing amid them and the layout did not have salient intrinsic axes. It was also observed that many participants retrieved spatial relations after disorientation from the original learning heading. These results indicate that people form an allocentric representation of object-to-object spatial relations when they learn the layout of a novel environment and use that representation to locate objects around them. Egocentric representations may be used to locate objects when allocentric representations are not of high fidelity.

Allocentric and egocentric updating of spatial memories Mou, Weimin; McNamara, Timothy P.; Valiquette, Christine M.; Rump, Björn Zeitschriftenbeitrag | In: Journal of Experimental Psychology. Learning, Memory, and Cognition | 2004 42461 Endnote: Autor*innen: Mou, Weimin; McNamara, Timothy P.; Valiquette, Christine M.; Rump, Björn
Titel: Allocentric and egocentric updating of spatial memories
In: Journal of Experimental Psychology. Learning, Memory, and Cognition, 30 (2004) 1, S. 142-157
DOI: 10.1037/0278-7393.30.1.142
URL: https://psycnet.apa.org/record/2003-10949-012
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Abstract: In 4 experiments, the authors investigated spatial updating in a familiar environment. Participants learned locations of objects in a room, walked to the center, and turned to appropriate facing directions before making judgments of relative direction (e.g., "Imagine you are standing at X and facing Y. Point to Z.") or egocentric pointing judgments (e.g., "You are facing Y. Point to Z."). Experiments manipulated the angular difference between the learning heading and the imagined heading and the angular difference between the actual heading and the imagined heading. Pointing performance was best when the imagined heading was parallel to the learning view, even when participants were facing in other directions, and when actual and imagined headings were the same. Room geometry did not affect these results. These findings indicated that spatial reference directions in memory were not updated during locomotion.

Egocentric and geocentric frames of reference in memory of large-scale space McNamara, Timothy P.; Rump, Björn; Werner, Steffen Zeitschriftenbeitrag | In: Psychonomic Bulletin & Review | 2003 42460 Endnote: Autor*innen: McNamara, Timothy P.; Rump, Björn; Werner, Steffen
Titel: Egocentric and geocentric frames of reference in memory of large-scale space
In: Psychonomic Bulletin & Review, 10 (2003) 3, S. 589-595
DOI: 10.3758/BF03196519
URL: https://link.springer.com/article/10.3758/BF03196519
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Abstract: This experiment investigated the frames of reference used in memory to represent the spatial structure of a large-scale outdoor environment. Participants learned the locations of eight objects in an unfamiliar city park by walking through the park on one of two prescribed paths that encircled a large rectangular building. The aligned path was oriented with the building; the misaligned path was rotated by 45°. Later, participants pointed to target objects from imagined vantage points using their memories. Pointing accuracy was higher in the aligned than in the misaligned path group, and the patterns of results differed: In the aligned condition, accuracy was higher for imagined headings parallel to legs of the path and for an imagined heading oriented toward a nearby lake, a salient landmark. In the misaligned condition, pointing accuracy was highest for the imagined heading oriented toward the lake, and decreased monotonically with angular distance. These results indicated that locations of objects were mentally represented in terms of frames of reference defined by the environment but selected on the basis of egocentric experience.