-
-
Es werden maximal 500 Treffer angezeigt. Bitte grenzen Sie ihre Abfrage in der erweiterten Suche. weiter ein.
-
-
Autor*innen: Fischbach, Anne; Könen, Tanja; Rietz, Chantal S.; Hasselhorn, Marcus
Titel: 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
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: 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-Abteilung: Bildung und Entwicklung
-
-
Autor*innen: Huber, Jakob; Neß, Harry
Titel: Das KMU.Kompetenzbuch
In: Wirtschaft & Beruf, 66 (2014) 1, S. 60-63
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Deutsch
Schlagwörter: Analyse; Deutschland; Dokumentation; Durchführung; Hessen; Klein- und Mittelbetrieb; Kompetenz; Mitarbeiter; Personalentwicklung; Personalmanagement; Projekt; Qualifizierung; Unternehmen; Verfahren
Abstract: Im Sinne einer vorausschauenden Personalentwicklung, die sich an akutellen Themen orientiert, ist die Kompetenzanalyse und -entwicklung der Mitarbeiter ein wichtiger Bestandteil auch für kleine und mittlere Unternehmen. Das hessische KMU.Kompetenzbuch-Projekt hat nach der Entwicklung eines entsprechenden Tools Praxiserfahrungen gewonnen. Einführend werden in einem ersten Beitrag der Hintergrund des Projekts, der Aufbau des Tools und die Projektsturktur erläutert.
DIPF-Abteilung: Struktur und Steuerung des Bildungswesens
-
-
Autor*innen: Jakob, Huber; Neß, Harry
Titel: Das Hessische KMU.Kompetenzbuch-Projekt
In: Wirtschaft & Beruf, 66 (2014) 2, S. 62-65
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Deutsch
Schlagwörter: Analyse; Beratung; Deutschland; Dokumentation; Durchführung; Einführung; Fallbeispiel; Hessen; Klein- und Mittelbetrieb; Kompetenz; Mitarbeiter; Personalentwicklung; Personalmanagement; Unternehmen; Verfahren
Abstract: Im Sinne einer vorausschauenden Personalentwicklung sind die Kompetenzanalyse und -entwicklung der Mitarbeitenden ein wichtiger Bestandteil auch für kleine und mittlere Unternehmen (KMU). Das hessische KMU.Kompetenzbuch-Projekt hat nach der Entwicklung des Tools KMU.Kom (kurz für KMU.Kompetenzbuch) Praxiserfahrungen gewonnen. Es wurde gefördert vom Hessischen Ministerium für Wirtschaft, Verkehr und Landesentwicklung und dem Europäischen Sozialfonds. Nach einem einführenden Artikel in W&B 1.2014 werden hier nun die betriebliche Anwendung und die Good-Practice-Erfahrungen des Projekts vorgestellt.
DIPF-Abteilung: Struktur und Steuerung des Bildungswesens
-
-
Autor*innen: Neß, Harry
Titel: Kompetenzen kommunizieren. Das Hessische KMU.Kompetenzbuch-Projekt (Teil 3)
In: Wirtschaft & Beruf, 66 (2014) 3, S. 56-61
URN: urn:nbn:de:0111-dipfdocs-129494
URL: http://www.dipfdocs.de/volltexte/2017/12949/pdf/Artikel_Kompetenzen_kommunizieren_Abgabefassung_A.pdf
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Deutsch
Schlagwörter: Beratung; Computerunterstütztes Verfahren; Deutschland; Dokumentation; Durchführung; Einführung; Fallbeispiel; Hessen; Klein- und Mittelbetrieb; Kompetenz; Mitarbeiter; Personalentwicklung; Personalmanagement; Unternehmen; Verfahren
Abstract: Für eine vorausschauende Personalentwicklung ist eine Kompetenzanalyse und -entwicklung der Mitarbeitenden unverzichtbar. Das hessische Projekt KMU.Kompetenzbuch, gefördert vom Hessischen Ministerium für Wirtschaft, Energie, Verkehr und Landesentwicklung (HMWVL) und dem Europäischen Sozialfonds, hat nach der Entwicklung des Tools im Jahr 2010 mittlerweile einige Praxiserfahrung gewonnen. In den vorausgegangen Artikeln haben wir betriebliche Anwendungen und Good-Practice-Erfahrungen des Projekts vorgestellt. Dieser abschließende dritte Artikel stellt ein weiteres Praxisbeispiel vor, geht auf die Neuerungen der e-Version ein und gibt einen Ausblick auf die Zukunft des Projekts. (DIPF/Orig.)
DIPF-Abteilung: Struktur und Steuerung des Bildungswesens
-
-
Autor*innen: Noack, Hannes; Lövdén, Martin; Schmiedek, Florian
Titel: On the validity and generality of transfer effects in cognitive training research
In: Psychological Research, 78 (2014) 6, S. 773-789
DOI: 10.1007/s00426-014-0564-6
URN: urn:nbn:de:0111-pedocs-125189
URL: http://nbn-resolving.org/urn:nbn:de:0111-pedocs-125189
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Arbeitsgedächtnis; Evaluation; Forschungsstand; Kognition; Literaturbericht; Messung; Training; Transfer; Validität; Wirkung
Abstract: Evaluation of training effectiveness is a longstanding problem of cognitive intervention research. The interpretation of transfer effects needs to meet two criteria,
generality and specificity. We introduce each of the two, and suggest ways of implementing them. First, the scope of the construct of interest (e.g., working memory) defines the
expected generality of transfer effects. Given that the
constructs of interest are typically defined at the latent
level, data analysis should also be conducted at the latent
level. Second, transfer should be restricted to measures that
are theoretically related to the trained construct. Hence, the
construct of interest also determines the specificity of
expected training effects; to test for specificity, study
designs should aim at convergent and discriminant validity.
We evaluate the recent cognitive training literature in
relation to both criteria. We conclude that most studies do
not use latent factors for transfer assessment, and do not
test for convergent and discriminant validity. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung
-
-
Autor*innen: Preßler, Anna-Lena; Könen, Tanja; Hasselhorn, Marcus; Krajewski, Kristin
Titel: Cognitive preconditions of early reading and spelling: A latent-variable approach with longitudinal data
In: Reading and Writing, 27 (2014) 2, S. 383-406
DOI: 10.1007/s11145-013-9449-0
URL: http://link.springer.com/article/10.1007%2Fs11145-013-9449-0
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Arbeitsgedächtnis; Deutschland; Grundschüler; Intelligenz; Längsschnittuntersuchung; Lesen; Rechtschreibung
Abstract: The aim of the present study was to empirically disentangle the interdependencies
of the impact of nonverbal intelligence, working memory capacities,
and phonological processing skills on early reading decoding and spelling within a
latent variable approach. In a sample of 127 children, these cognitive preconditions
were assessed before the onset of formal education, whereas reading as well as
spelling achievement was measured at the end of grade 1. The findings indicate that
working memory does contribute to the prediction of early reading and spelling, and
that this contribution outperforms that of general intelligence and phonological
recoding from long-term memory during the early steps of reading and spelling
acquisition. Moreover, the results show that phonological awareness mediates the
effects of working memory capacities on early literacy outcomes. The role of
working memory and phonological awareness as key cognitive preconditions of
early reading and spelling are discussed.
DIPF-Abteilung: Bildung und Entwicklung
-
-
Autor*innen: Reinhard, Marc-André; Marksteiner, Tamara; Schindel, Roman; Dickhäuser, Oliver
Titel: Detecting lies and truths in social work. How suspicion level and familiarity affect detection accuracy
In: The British Journal of Social Work, 44 (2014) 2, S. 328-347
DOI: 10.1093/bjsw/bcs114
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Arbeitsloser; Berufserfahrung; Deutschland; Empirische Untersuchung; Interview; Lüge; Sozialarbeit; Sozialarbeiter; Subjektivität; Urteilsfähigkeit; Wahrheit
Abstract: The ability to distinguish between truthful and deceptive statements has been argued to be essential for social workers. The present study investigated the relationship between occupational experience, suspicion level, situational familiarity, judgemental truth or lie bias, and social workers' accuracy in detecting lie and truth. Each of the 125 social workers, whose role is to counsel the unemployed, rated fourteen video fragments of stimulus persons who either told the truth or lied about a job they had been working in. In line with previous research, occupational experience was not related to overall classification accuracy of true and deceptive messages. Further results indicate that suspicion level increases lie detection accuracy, whereas situational familiarity increases truth detection accuracy. Moreover, the effect of suspicion level on lie detection was mediated by lie bias. Practical implications are discussed. (DIPF/Orig.)
DIPF-Abteilung: Bildungsqualität und Evaluation
-
-
Autor*innen: Riediger, Michaela; Wrzus, Cornelia; Klipker, Kathrin; Müller, Viktor; Schmiedek, Florian; Wagner, Gert
Titel: Outside of the laboratory. Associations of working-memory performance with psychological and physiological arousal vary with age
In: Psychology and Aging, 29 (2014) 1, S. 103-114
DOI: 10.1037/a0035766
URN: urn:nbn:de:0111-dipfdocs-180824
URL: http://www.dipfdocs.de/volltexte/2020/18082/pdf/Riediger_et_al_2014_Outside_of_the_laboratory_A.pdf
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Alltag; Altersgruppe; Arbeitsgedächtnis; Einflussfaktor; Kognitive Prozesse; Lebensalter; Leistungsfähigkeit; Leistungstest; Messung; Psychophysiologie; Rhythmus; Tagesablauf; Vergleich
Abstract: We investigated age differences in associations among self-reported experiences of tense and energetic arousal, physiological activation indicated by heart rate, and working-memory performance in everyday life. The sample comprised 92 participants aged 14-83 years. Data were collected for 24 hr while participants pursued their normal daily routines. Participants wore an ambulatory biomonitoring system that recorded their cardiac and physical activity. Using mobile phones as assessment devices, they also provided an average of 7 assessments of their momentary experiences of tense arousal (feeling nervous) and energetic arousal (feeling wide-awake) and completed 2 trials of a well-practiced working-memory task. Experiences of higher energetic arousal were associated with higher heart rate in participants younger than 50 years of age but not in participants older than that, and energetic arousal was unrelated to within-person fluctuations in working-memory performance. Experiences of tense arousal were associated with higher heart rate independent of participants' age. Tense arousal and physiological activation were accompanied by momentary impairments in working-memory performance in middleaged and older adults but not in younger individuals. Results suggest that psychological arousal experiences are associated with lower working-memory performance in middle-aged and older adults when they are accompanied by increased physiological activation and that the same is true for physiological activation deriving from other influences. Hence, age differences in cognitive performance may be exaggerated when the assessment situation itself elicits tense arousal or occurs in situations with higher physiological arousal arising from affective experiences, physical activity, or circadian rhythms.
DIPF-Abteilung: Bildung und Entwicklung
-
-
Autor*innen: Roden, Ingo; Könen, Tanja; Bongard, Stephan; Frankenberg, Emily; Friedrich, Esther Kamala; Kreutz, Gunter
Titel: Effects of music training on attention, processing speed and cognitive music abilities - Findings from a longitudinal study
In: Applied Cognitive Psychology, 28 (2014) 4, S. 545-557
DOI: 10.1002/acp.3034
URL: http://onlinelibrary.wiley.com/doi/10.1002/acp.3034/abstract
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Aufmerksamkeit; Bildungsniveau; Deutschland; Eltern; Empirische Untersuchung; Grundschulalter; Informationsverarbeitung; Intelligenz; Kind; Kognitive Kompetenz; Musik; Musikinstrument; Sozioökonomische Lage; Test; Visuelle Wahrnehmung; Wirkung
Abstract (english): The present study addresses visual attention and processing speed in primary school children (N = 345; 7-8 years of age) who received either music (MC) or natural science training (NC) over a period of 18 months. Dependent variables were collected three times (T1-T3) and included measures for processing speed, visual attention and cognitive music abilities. They were submitted to latent or manifest change models including socioeconomic status and basic cognitive functions as covariates. Groups performed similarly in all dependent tasks at baseline (T1). MC showed significant increases in processing speed as well as in music abilities from T2 to T3 and increases in rhythmic abilities from T1 to T2. Although MC also showed increases in both processing speed and visual attention over time, they were at a small advantage with respect to the former and at a clear disadvantage with respect to the latter measure as compared to NC. (DIPF/Autor)
DIPF-Abteilung: Bildung und Entwicklung
-
-
Autor*innen: Schmid, Johanna; Hasselhorn, Marcus
Titel: '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
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: 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-Abteilung: Bildung und Entwicklung