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(Schlagwörter: "Prognose")
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Which argument is more convincing? Analyzing and predicting convincingness of Web arguments using […]
Habernal, Ivan; Gurevych, Iryna
Book Chapter
| Aus: Association for Computational Linguistics (Hrsg.): Proceedings of the 54th annual meeting of the Association for Computational Linguistics (ACL 2016): Long papers | Stroudsburg; PA: Association for Computational Linguistics | 2016
36970 Endnote
Author(s):
Habernal, Ivan; Gurevych, Iryna
Title:
Which argument is more convincing? Analyzing and predicting convincingness of Web arguments using bidirectional LSTM
In:
Association for Computational Linguistics (Hrsg.): Proceedings of the 54th annual meeting of the Association for Computational Linguistics (ACL 2016): Long papers, Stroudsburg; PA: Association for Computational Linguistics, 2016 , S. 1589-1599
URL:
http://www.aclweb.org/anthology/P16-1150
Publication Type:
4. Beiträge in Sammelbänden; Tagungsband/Konferenzbeitrag/Proceedings
Language:
Englisch
Keywords:
Algorithmus; Argumentation; Automatisierung; Computerlinguistik; Kommunikation; Online; Prognose; Qualität; Rhetorik; Soziale Software; Textanalyse; Überzeugung; World wide web 2.0
Abstract (english):
We propose a new task in the field of computational argumentation in which we investigate qualitative properties of Web arguments, namely their convincingness. We cast the problem as relation classification, where a pair of arguments having the same stance to the same prompt is judged. We annotate a large datasets of 16k pairs of arguments over 32 topics and investigate whether the relation "A is more convincing than B" exhibits properties of total ordering; these findings are used as global constraints for cleaning the crowdsourced data. We propose two tasks: (1) predicting which argument from an argument pair is more convincing and (2) ranking all arguments to the topic based on their convincingness. We experiment with feature-rich SVM and bidirectional LSTM and obtain 0.76-0.78 accuracy and 0.35-0.40 Spearman's correlation in a cross-topic evaluation. We release the newly created corpus UKPConvArg1 and the experimental software under open licenses. (DIPF/Orig.)
DIPF-Departments:
Informationszentrum Bildung
Auswirkungen des demografischen Wandels auf die Bildung: Prognosen, Strukturen, Reaktionen
Weishaupt, Horst
Book Chapter
| Aus: Jungkamp, Burkhard;John-Ohnesorg, Marei (Hrsg.): Die Schule der Zukunft: Auswirkungen des demografischen Wandels | Berlin: Friedrich-Ebert-Stiftung | 2016
36642 Endnote
Author(s):
Weishaupt, Horst
Title:
Auswirkungen des demografischen Wandels auf die Bildung: Prognosen, Strukturen, Reaktionen
In:
Jungkamp, Burkhard;John-Ohnesorg, Marei (Hrsg.): Die Schule der Zukunft: Auswirkungen des demografischen Wandels, Berlin: Friedrich-Ebert-Stiftung, 2016 (Netzwerk Bildung, 39), S. 17-25
URL:
http://library.fes.de/pdf-files/studienfoerderung/12836.pdf#page=19
Publication Type:
4. Beiträge in Sammelwerken; Tagungsband/Konferenzbeitrag/Proceedings
Language:
Deutsch
Keywords:
Arbeitskräftebedarf; Arbeitsmarkt; Bedarf; Bedarfsplanung; Berufliche Fortbildung; Bevölkerungsentwicklung; Bildung; Bildungsbericht; Bildungsertrag; Bildungspolitik; Bildungssystem; Deutschland; Fachkraft; Gesellschaft; Heterogenität; Ländlicher Raum; Migration; Prognose; Qualifizierung; Reform; Schulbau; Schulgebäude; Stadt; Steuerung; Transformation <Soz>; Weiterbildung
Abstract:
Der demografische Wandel führt in den kommenden Jahren zu weitreichenden Veränderungen der gesellschaftlichen Entwicklung in Deutschland: die Bevölkerung wird in den kommenden Jahrzehnten weiter stark altern und insgesamt schrumpfen. Unser auf Wachstum programmiertes Verständnis von Entwicklung wird dadurch grundlegend in Frage gestellt. Auf drei Aspekte des demografischen Wandels wird eingegangen: quantitative Veränderungen des Bedarfs an Schulen, qualitative Herausforderungen durch den steigenden Qualifikationsbedarf des Arbeitsmarkts bei einem verringerten Neuangebot an Arbeitskräften und eine zunehmende Interkulturalität der Schülerschaft, die für künftige berufliche Aufgaben qualifiziert werden muss. (DIPF/Orig.)
DIPF-Departments:
Struktur und Steuerung des Bildungswesens
Emotional inertia contributes to depressive symptoms beyond perseverative thinking
Brose, Annette; Schmiedek, Florian; Koval, Peter; Kuppens, Peter
Journal Article
| In: Cognition and Emotion | 2015
35381 Endnote
Author(s):
Brose, Annette; Schmiedek, Florian; Koval, Peter; Kuppens, Peter
Title:
Emotional inertia contributes to depressive symptoms beyond perseverative thinking
In:
Cognition and Emotion, 29 (2015) 3, S. 527-538
DOI:
10.1080/02699931.2014.916252
URL:
http://dx.doi.org/10.1080/02699931.2014.916252
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Affekt; Depression; Deutschland; Emotionaler Zustand; Längsschnittuntersuchung; Negativität; Prognose; Psychologische Forschung; Tagebuch; Zeit
Abstract:
The autocorrelation or inertia of negative affect reflects how much negative emotions carry over from moment to moment and has been associated with increased depressive symptoms. In this study, we posed three challenges to this association by examining: (1) whether emotional inertia is relevant for depressive symptoms when assessed on a longer timescale than usual; (2) whether inertia is uniquely related to depressive symptoms after controlling for perseverative thoughts; and (3) whether inertia is related to depressive symptoms over and above the within-person association between affect and perseverative thoughts. Participants (N = 101) provided ratings of affect and perseverative thoughts for 100 days; depressive symptoms were reported before and after the study, and again after 2.5 years. Day-to-day emotional inertia was related to depressive symptoms over and above trait and state perseverative thoughts. Moreover, inertia predicted depressive symptoms when adjusting for its association with perseverative thoughts. These findings establish the relevance of emotional inertia in depressive symptoms independent of perseverative thoughts. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Dimensional comparison theory. Paradoxical relations between self-beliefs and achievements in […]
Marsh, Herbert; Lüdtke, Oliver; Nagengast, Benjamin; Trautwein, Ulrich; Abduljabbar, Adel Salah; […]
Journal Article
| In: Learning and Instruction | 2015
35333 Endnote
Author(s):
Marsh, Herbert; Lüdtke, Oliver; Nagengast, Benjamin; Trautwein, Ulrich; Abduljabbar, Adel Salah; Abdelfattah, Faisal; Jansen, Malte
Title:
Dimensional comparison theory. Paradoxical relations between self-beliefs and achievements in multiple domains
In:
Learning and Instruction, 35 (2015) , S. 16-32
DOI:
10.1016/j.learninstruc.2014.08.005
URL:
https://www.sciencedirect.com/science/article/abs/pii/S0959475214000668
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Assimilation; Deutschland; Gegensatz; Leistung; Mehrebenenanalyse; Methodologie; Mündliche Leistung; Naturwissenschaftliche Kompetenz; Prognose; Schüler; Schülerleistung; Selbstkonzept; Selbstwirksamkeit; Strukturgleichungsmodell; Theorie; Vergleich; Wirkung
Abstract:
The internal/external frame of reference (I/E) model posits paradoxical relations between achievement and self-concept in mathematics and verbal domains, in which achievement in each domain has a positive effect on self-concept in the matching domain (e.g., mathematics achievement on mathematics self-concept) but a negative (contrastive) effect on self-concept in the non-matching domain (e.g., mathematics achievement on verbal self-concept). Extending the I/E model, Dimensional Comparison Theory (DCT) posits that self-evaluations are based on dimensional comparisons (e.g., how my accomplishments in one domain compare with my accomplishments in another domain) as well as the more traditional social and temporal comparisons, and on other sources of information about one's accomplishments. Extending the traditional tests of the I/E model, DCT predicts strong contrast effects only for contrasting domains that are at the opposite ends of the theoretical continuum of academic self-concept (far comparisons: e.g., the negative effect of math achievement on verbal self-concept), but much weaker negative contrast or even positive assimilation effects for complementary domains that are close to each other (near domains: e.g., positive effects of math achievement on physics self-concept; positive effects of native language on foreign language self-concept). Here we illustrate new predictions, theoretical insights, and methodology associated with DCT based on multiple academic domains (native language, foreign language, history, biology, physics and math), showing significant contrast effects for far comparisons and significantly less contrast or assimilation effects for near domains. (DIPF/Orig.)
DIPF-Departments:
Struktur und Steuerung des Bildungswesens
Candidate evaluation strategies for improved difficulty prediction of language tests
Beinborn, Lisa; Zesch, Torsten; Gurevych, Iryna
Book Chapter
| Aus: Association for Computational Linguistics (Hrsg.): Proceedings of the 10th Workshop on innovative use of NLP for Building Educational Applications held in conjunction with NAACL 2015 | Denver; CO: Association for Computational Linguistics | 2015
35510 Endnote
Author(s):
Beinborn, Lisa; Zesch, Torsten; Gurevych, Iryna
Title:
Candidate evaluation strategies for improved difficulty prediction of language tests
In:
Association for Computational Linguistics (Hrsg.): Proceedings of the 10th Workshop on innovative use of NLP for Building Educational Applications held in conjunction with NAACL 2015, Denver; CO: Association for Computational Linguistics, 2015 , S. 1-11
URL:
https://www.ukp.tu-darmstadt.de/fileadmin/user_upload/Group_UKP/CandidateEvaluationStrategies_BEACameraReady.pdf
Publication Type:
4. Beiträge in Sammelwerken; Tagungsband/Konferenzbeitrag/Proceedings
Language:
Englisch
Keywords:
Fortschritt; Lernen; Lernerfolg; Prognose; Ranking; Schwierigkeit; Sprachtest; Strategie
Abstract:
Language proficiency tests are a useful tool for evaluating learner progress, if the test difficulty fits the level of the learner. In this work, we describe a generalized framework for test difficulty prediction that is applicable to several languages and test types. In addition, we develop two ranking strategies for candidate evaluation inspired by automatic solving methods based on language model probability and semantic relatedness. These ranking strategies lead to significant improvements for the difficulty prediction of cloze tests. (DIPF/Orig.)
DIPF-Departments:
Informationszentrum Bildung
Graph-based approaches for analyzing team interaction on the example of soccer
Brandt, Markus; Brefeld, Ulf
Book Chapter
| Aus: ECML/PKDD (Hrsg.): Proceedings of the ECML/PKDD Workshop on Machine Learning and Data Mining for Sports Analytics 11 September 2015 Porto, Portugal | Porto: European Conference on Machine Learning and Principles and Practice of Knowledge Discovery in Databases | 2015
35626 Endnote
Author(s):
Brandt, Markus; Brefeld, Ulf
Title:
Graph-based approaches for analyzing team interaction on the example of soccer
In:
ECML/PKDD (Hrsg.): Proceedings of the ECML/PKDD Workshop on Machine Learning and Data Mining for Sports Analytics 11 September 2015 Porto, Portugal, Porto: European Conference on Machine Learning and Principles and Practice of Knowledge Discovery in Databases, 2015 , S. 8
URL:
https://dtai.cs.kuleuven.be/events/MLSA15/papers/mlsa15_submission_3.pdf
Publication Type:
4. Beiträge in Sammelwerken; Tagungsband/Konferenzbeitrag/Proceedings
Language:
Englisch
Keywords:
Deutschland; Fußball; Gruppe; Interaktion; Prognose; Spiel; Sport
Abstract (english):
We present a graph-based approach to analyzing player interaction in team sports. A simple pass-based representation is presented that is subsequently used together with the PageRank algorithm to identify the importance of the players. Aggregating player scores to team values allows for turning our approach into a predictor of the winning team. We report on empirical results on five German Bundesliga seasons. (DIPF/Orig.)
DIPF-Departments:
Informationszentrum Bildung
Predicting the difficulty of language proficiency tests
Beinborn, Lisa; Zesch, Torsten; Gurevych, Iryna
Journal Article
| In: Transactions of the Association for Computational Linguistics | 2014
34990 Endnote
Author(s):
Beinborn, Lisa; Zesch, Torsten; Gurevych, Iryna
Title:
Predicting the difficulty of language proficiency tests
In:
Transactions of the Association for Computational Linguistics, 2 (2014) , S. 517-529
URL:
http://tacl2013.cs.columbia.edu/ojs/index.php/tacl/article/view/414/88
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Computerlinguistik; Datenanalyse; Deutschland; Fremdsprache; Kenntnisse; Lernerfolg; Prognose; Schwierigkeit; Sprachfertigkeit; Sprachtest; Student; Verfahren
Abstract:
Language proficiency tests are used to evaluate and compare the progress of language learners. We present an approach for automatic difficulty prediction of C-tests that performs on par with human experts. On the basis of detailed analysis of newly collected data, we develop a model for C-test difficulty introducing four dimensions: solution difficulty, candidate ambiguity, inter-gap dependency, and paragraph difficulty. We show that cues from all four dimensions contribute to C-test difficulty. (DIPF/Org.)
DIPF-Departments:
Informationszentrum Bildung
Quality of parental homework involvement. Predictors and reciprocal relations with academic […]
Dumont, Hanna; Trautwein, Ulrich; Nagy, Gabriel; Nagengast, Benjamin
Journal Article
| In: Journal of Educational Psychology | 2014
34345 Endnote
Author(s):
Dumont, Hanna; Trautwein, Ulrich; Nagy, Gabriel; Nagengast, Benjamin
Title:
Quality of parental homework involvement. Predictors and reciprocal relations with academic functioning in the reading domain
In:
Journal of Educational Psychology, 106 (2014) 1, S. 144-161
DOI:
10.1037/a0034100
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Begabung; Datenanalyse; Deutschland; Einflussfaktor; Eltern; Hauptschule; Hausaufgabe; Hilfe; Lesefertigkeit; Mitwirkung; Prognose; Qualität; Realschule; Schüler; Schülerleistung; Schuljahr 05; Schuljahr 07; Sozioökonomische Lage; Strukturgleichungsmodell; Variable; Wirkung; Wirkungsforschung
Abstract:
This study examined predictors of the quality of parental homework involvement and reciprocal relations between the quality of parental homework involvement and students' reading achievement and academic functioning in a reading-intensive subject (German). Data from 2,830 students in nonacademic tracks and their parents who were surveyed in both Grades 5 and 7 were analyzed. The quality of parental homework involvement was assessed via student reports. It was conceptualized as a multidimensional construct and measured by 3 dimensions proposed by self-determination theory: parental control, parental responsiveness, and parental structure. Whereas students' academic functioning in Grade 5 predicted the way parents became involved in the homework process in Grade 7, the quality of parents' help with homework did not depend on their socioeconomic background. Reciprocal relations between the quality of parental homework involvement and children's academic functioning were observed: Low academic functioning of students in Grade 5 resulted in more parental control in Grade 7, and more parental control in Grade 5 was associated with lower academic functioning in Grade 7. Similarly, high academic functioning in Grade 5 resulted in more parental responsiveness and structure in Grade 7, and more parental responsiveness and structure in Grade 5 were associated with better academic functioning in Grade 7. (journal abstract)
DIPF-Departments:
Struktur und Steuerung des Bildungswesens
Grundschulunterricht aus Schüler-, Lehrer- und Beobachterperspektive. Zusammenhänge und Vorhersage […]
Fauth, Benjamin; Decristan, Jasmin; Rieser, Svenja; Klieme, Eckhard; Büttner, Gerhard
Journal Article
| In: Zeitschrift für Pädagogische Psychologie | 2014
34502 Endnote
Author(s):
Fauth, Benjamin; Decristan, Jasmin; Rieser, Svenja; Klieme, Eckhard; Büttner, Gerhard
Title:
Grundschulunterricht aus Schüler-, Lehrer- und Beobachterperspektive. Zusammenhänge und Vorhersage von Lernerfolg
In:
Zeitschrift für Pädagogische Psychologie, 28 (2014) 3, S. 127-137
DOI:
10.1024/1010-0652/a000129
URN:
urn:nbn:de:0111-pedocs-148312
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-148312
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Aktives Lernen; Befragung; Bewertung; Deutschland; Einflussfaktor; Empirische Untersuchung; Grundschule; Grundschüler; Klassenführung; Lehrer; Leistungstest; Lernerfolg; Mehrebenenanalyse; Prognose; Qualität; Regressionsanalyse; Schülerleistung; Schuljahr 03; Unterricht; Unterrichtsbeobachtung; Unterrichtsklima
Abstract:
Unterrichtsqualität kann mit drei Basisdimensionen beschrieben werden: strukturierte Klassenführung, kognitive Aktivierung und unterstützendes Klima. Untersuchungen aus dem Sekundarbereich finden oftmals nur geringe Übereinstimmungen zwischen Urteilen zur Unterrichtsqualität von Schülerinnen und Schülern, Lehrpersonen und externen Beobachtern. Es stellt sich damit die Frage, ob aus unterschiedlichen Perspektiven dieselben Konstrukte erfasst werden und wie diese mit dem Lernerfolg der Schülerinnen und Schüler zusammenhängen. Für die Grundschule werden in der vorliegenden Studie substanzielle Zusammenhänge zwischen Urteilen zur strukturierten Klassenführung aus allen drei Perspektiven gefunden. Zudem zeigen sich hier in Mehrebenen-Regressionsanalysen Effekte aller drei Urteilerperspektiven auf die Leistungsentwicklung. Keine Zusammenhänge zwischen den Perspektiven zeigen sich im Bereich kognitive Aktivierung. Beim unterstützenden Klima bestehen Zusammenhänge nur zwischen Schüler- und Lehrerurteilen. Bei den Dimensionen kognitive Aktivierung und unterstützendes Klima waren nur die Urteile externer Beobachter entscheidend für die Leistungsentwicklung. Die Ergebnisse können mit der unterschiedlichen Beobachtbarkeit der drei Basisdimensionen und mit den Stärken und Grenzen der einzelnen Urteilerperspektiven erklärt werden.
Abstract (english):
The contribution examines three basic dimensions of teaching quality: cognitive activation, supportive climate, and classroom management. Previous studies in secondary schools show that ratings of teaching quality from students, teachers, and external observers are only slightly correlated. This leads to the question if taken from different perspectives, measures actually refer to the same construct and how these measures are related to student achievement. The answer seems to depend on the basic dimension concerned. Drawing on a primary school sample, we found substantial correlations between ratings of classroom management from each perspective but no correlations between the ratings of cognitive activation. In the dimension of supportive climate, only student and teacher ratings were significantly related. Longitudinal multilevel regression analyses showed that from each perspective, ratings of classroom management had predictive power for student achievement. Regarding cognitive activation and supportive climate, only ratings of external observers were predictive for achievement. These results can be explained by taking into account that the basic dimensions cannot be observed in the same way and that each perspective has its strengths and weaknesses.
DIPF-Departments:
Bildungsqualität und Evaluation
Erfolgreiches Problemlösen in technologiereichen Umgebungen. Wechselwirkungen zwischen […]
Naumann, Johannes; Goldhammer, Frank; Rölke, Heiko; Stelter, Annette
Journal Article
| In: Zeitschrift für Pädagogische Psychologie | 2014
34960 Endnote
Author(s):
Naumann, Johannes; Goldhammer, Frank; Rölke, Heiko; Stelter, Annette
Title:
Erfolgreiches Problemlösen in technologiereichen Umgebungen. Wechselwirkungen zwischen Interaktionsschritten und Aufgabenanforderungen
In:
Zeitschrift für Pädagogische Psychologie, 28 (2014) 4, S. 193-203
DOI:
10.1024/1010-0652/a000134
URN:
urn:nbn:de:0111-pedocs-148308
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-148308
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Deutsch
Keywords:
Deutschland; Empirische Untersuchung; Erfolg; Erwachsener; Interaktion; Kanada; Kompetenz; Messung; PIAAC <Programme for the International Assessment of Adult Competencies>; Problemlösen; Prognose; Technologiebasiertes Testen; Testaufgabe; Training
Abstract:
Wir zeigen anhand von Feldtestdaten des "Programme for the International Assessment of Adult Competencies" (PIAAC) in Deutschland (N = 661) und Kanada (N = 411), dass sich der Erfolg beim Lösen Technologiebasierter Probleme aus der Anzahl der Interaktionen mit dem System vorhersagen lässt. Dabei war der Zusammenhang umgekehrt U-förmig. Optimale Lösungsraten resultierten bei einer überdurchschnittlichen Anzahl von Interaktionen. Weiterhin wurde der Zusammenhang durch Merkmale der Aufgabe moderiert. Es resultierte vor allem bei Aufgaben, die eine hohe Zahl von Navigationsschritten erfordern, ein stark positiver Zusammenhang. Entgegen den Erwartungen resultierte bei wohl definierten Aufgaben ein höherer Zusammenhang zwischen der Anzahl von Interaktionen und der Lösungsrate als bei schwach definierten Aufgaben. Die Ergebnisse aus der deutschen und kanadischen Stichprobe waren parallel. (DIPF/Orig.)
Abstract (english):
Using Field Trial data from the Programme for the International Assessment of Adult Competencies (PIAAC) from the German (N = 661) and Canadian (N = 411) Field Trials, we show that success in technology-based problem solving is predicted by the number of actions taken during problem solving. The association was reversely U-shaped. The probability of succeeding on a problem-solving task was highest at an above-average number of actions. The association between actions taken and problem solving was further moderated by task characteristics. Especially in tasks involving long navigation sequences a strong positive association between the number of actions and task success was obtained. Against expectations, the association of actions and probability of task success was higher in well-defined than in ill-defined tasks. Results for the German and the Canadian samples ran parallel. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation; Informationszentrum Bildung
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