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Associative abilities underlying creativity
Benedek, Mathias; Könen, Tanja; Neubauer, Aljoscha C.
Zeitschriftenbeitrag
| In: Psychology of Aesthetics, Creativity, and the Arts | 2012
32404 Endnote
Autor*innen:
Benedek, Mathias; Könen, Tanja; Neubauer, Aljoscha C.
Titel:
Associative abilities underlying creativity
In:
Psychology of Aesthetics, Creativity, and the Arts, 6 (2012) 3, S. 273-281
DOI:
10.1037/a0027059
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Assoziation; Denken; Empirische Untersuchung; Fähigkeit; Graz; Intelligenz; Kognitive Kompetenz; Kognitive Prozesse; Kreativität; Österreich; Student; Test
Abstract (english):
Empirical approaches to cognitive ability claim that divergent thinking represents a useful estimate for the potential of creative thought. According to associative approaches, the ability to fluently retrieve and combine remote associations was suggested to facilitate creative solutions. Taken together, these approaches suggest a close relationship of associative processes and divergent thinking, which so far, however, has not been properly tested. Therefore, the present study examines the validity of associative abilities with respect to divergent thinking, and also, on a more general level, with respect to creativity and intelligence. Four different word-association tasks were employed to assess associative fluency, associative flexibility, dissociative ability, and the ability of associative combination. The sample comprised 150 students from studies with varying amount of creativity-related demands. Associative abilities were found to explain about half of the variance of divergent thinking ability. Latent variable modeling confirmed the significance of dissociation and associative combination for creativity, but also substantiates the relevance of basic associative retrieval processes for intelligence. It is concluded that associative abilities represent valid elementary cognitive abilities underlying creativity.
DIPF-Abteilung:
Bildung und Entwicklung
How does attention relate to the ability-specific and position-specific components of reasoning […]
Ren, Xuezhu; Goldhammer, Frank; Moosbrugger, Helfried; Schweizer, Karl
Zeitschriftenbeitrag
| In: Learning and Individual Differences | 2012
32145 Endnote
Autor*innen:
Ren, Xuezhu; Goldhammer, Frank; Moosbrugger, Helfried; Schweizer, Karl
Titel:
How does attention relate to the ability-specific and position-specific components of reasoning measured by APM?
In:
Learning and Individual Differences, 22 (2012) 1, S. 1-7
DOI:
10.1016/j.lindif.2011.09.009
URL:
http://dx.doi.org/10.1016/j.lindif.2011.09.009
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Arbeitsgedächtnis; Aufmerksamkeit; Empirische Untersuchung; Kognitionspsychologie; Kognitive Kompetenz; Kognitive Prozesse; Korrelation; Logik; Messverfahren; Psychometrie; Statistische Analyse; Student; Test; Wirkung
Abstract (english):
The aim of the present study was to clarify the nature of the ability-specific and position-specific components of Raven's Advanced Progressive Matrices (APM) by relating them to a number of types of attention. The ability-specific component represents the constant part of cognitive performance whereas the position-specific component reflects the changes in processing of reasoning items as a result of the changing item position. A special model denoted fixed-links model was used to decompose the data of APM into independent components. Both components were related to two higher-order units of attention, perceptual attention and executive attention, which were derived from the various types of attention. In a sample of 226 participants the position-specific component of APM showed a substantially higher link with executive attention than with perceptual attention whereas the ability-specific component only showed a moderate link with perceptual attention.
DIPF-Abteilung:
Bildungsqualität und Evaluation
Memory updating practice across 100 days in the COGITO study
Shing, Yee-Lee; Schmiedek, Florian; Lövdén, Martin; Lindenberger, Ulman
Zeitschriftenbeitrag
| In: Psychology and Aging | 2012
32710 Endnote
Autor*innen:
Shing, Yee-Lee; Schmiedek, Florian; Lövdén, Martin; Lindenberger, Ulman
Titel:
Memory updating practice across 100 days in the COGITO study
In:
Psychology and Aging, 27 (2012) 2, S. 451-461
DOI:
10.1037/a0025568
URL:
https://doi.apa.org/record/2011-22901-001
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Arbeitsgedächtnis; Empirische Untersuchung; Forschungsdesign; Gedächtnis; Junger Erwachsener; Kognitive Entwicklung; Kognitive Kompetenz; Kognitive Prozesse; Leistungssteigerung; Leistungstest; Senior; Training; Unterschied
Abstract (english):
We investigated working memory updating performance in younger and older adults before, during, and after 100-day practice. Performance to presentation time (PT) relation was fitted to a negatively accelerated logistic function. Relative to younger adults, older adults showed lower asymptotes at pretest and posttest, and shallower slopes at pretest. Older adults practicing the task with fast PT gained less than older adults practicing the task with slow PT, probably reflecting the persistent use of a selective strategy throughout the 100-day practice period in the fast PT group. These results have implications for designing and evaluating age-comparative working memory training programs.
DIPF-Abteilung:
Bildung und Entwicklung
Hardware und Software für mobiles Assessment im Schulbereich
Dalir, Mahtab; Rölke, Heiko
Sammelbandbeitrag
| Aus: Akbari, Mostafa; Böhnstedt, Doreen; Bremer, Claudia; Chatti, Mohamed Amine; Rensing, Christoph (Hrsg.): Mobile Learning | Hagen: FernUniversität in Hagen | 2012
32975 Endnote
Autor*innen:
Dalir, Mahtab; Rölke, Heiko
Titel:
Hardware und Software für mobiles Assessment im Schulbereich
Aus:
Akbari, Mostafa; Böhnstedt, Doreen; Bremer, Claudia; Chatti, Mohamed Amine; Rensing, Christoph (Hrsg.): Mobile Learning, Hagen: FernUniversität in Hagen, 2012 (Research Report, 2/2012), S. 23-30
URL:
http://deposit.fernuni-hagen.de/2860/1/ResearchReport_2_2012.pdf
Dokumenttyp:
4. Beiträge in Sammelbänden; Tagungsband/Konferenzbeitrag/Proceedings
Sprache:
Deutsch
Schlagwörter:
Hardware; Kognitive Kompetenz; Leistungsmessung; Mobil-Telefon; Programmierung; Projekt; Schule; Schüler; Software; Technologiebasiertes Testen; Test; Testaufgabe; Validität
Abstract:
Mobile Endgeräte wie Tablets oder Smartphones sind mittlerweile in allen Bereichen des täglichen Lebens verbreitet. Ihre Nutzung zum Lernen und Testen in Schule und Freizeit ist nicht mehr nur eine Zukunftsvision. Zur Umsetzung wird ein vielseitiges und umfassendes System aus Hard- und Software benötigt, das die verschiedenen Arten von Lern- oder Testeinheiten präsentieren kann. Darüber hinaus müssen alle weiteren Aspekte einer Langzeittestung abgedeckt werden, wie zum Beispiel Testsicherheit, Datensicherung, Anpassbarkeit an neue Zeitabläufe usw. Erst dann kann ein echter Mehrwert gegenüber dem bereits praktizierten Einsatz von Computern zum Lernen und Testen erzielt werden. In diesem Beitrag präsentieren wir an einem praktischen Beispiel das Konzept und die Realisierung eines solchen Systems. Es wird im Rahmen von wissenschaftlichen Untersuchungen der täglichen Schwankungen kognitiver Leistungsfähigkeiten im Schulkontext eingesetzt.
DIPF-Abteilung:
Informationszentrum Bildung
Processing speed
Dirk, Judith; Schmiedek, Florian
Sammelbandbeitrag
| Aus: Krauss Whitbourne, Susan; Sliwinski, Martin (Hrsg.): The Wiley-Blackwell handbook of adulthood and aging | Hoboken: Wiley-Blackwell | 2012
32556 Endnote
Autor*innen:
Dirk, Judith; Schmiedek, Florian
Titel:
Processing speed
Aus:
Krauss Whitbourne, Susan; Sliwinski, Martin (Hrsg.): The Wiley-Blackwell handbook of adulthood and aging, Hoboken: Wiley-Blackwell, 2012 , S. 135-153
Dokumenttyp:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Alter; Altern; Arbeitsgedächtnis; Differenzierung; Gedächtnis; Individualität; Kognitive Entwicklung; Kognitive Kompetenz; Kognitive Prozesse; Leistungsfähigkeit; Methode; Modell; Psychometrie; Senior
Abstract (english):
The authors present and discuss theoretical approaches that treat cognitive slowing itself as an explanatory construct for age-related declines in other cognitive abilities, like fluid intelligence. These attempts will be criticized for three major reasons: (a) processing speed not being a unitary construct, (b) cognitive slowing not being a homogenous phenomenon, and (c) methodological issues with statistical approaches to establish the causal role of processing speed for the aging of other cognitive abilities. The authors continue by introducing age differences in intraindividual variability in RT's, or more generally shapes of RT distributions, as additional aspects beyond mean RT's to be accounted for by theories of cognitive slowing, and show how an approach based on models from mathematical psychology, the diffusion model […], can be used to express individual and age differences in terms of meaningful processing parameters. The authors close with reviewing theoretical approaches to explain the neurobiological changes underlying cognitive slowing and attempts to improve processing speed with practice and training.
DIPF-Abteilung:
Bildung und Entwicklung
Vorschule
Hasselhorn, Marcus; Schneider, Wolfgang
Sammelbandbeitrag
| Aus: Schneider, Wolfgang; Lindenberger, Ulman (Hrsg.): Entwicklungspsychologie | Basel: BeltzPVU | 2012
32912 Endnote
Autor*innen:
Hasselhorn, Marcus; Schneider, Wolfgang
Titel:
Vorschule
Aus:
Schneider, Wolfgang; Lindenberger, Ulman (Hrsg.): Entwicklungspsychologie, Basel: BeltzPVU, 2012 , S. 593-604
Dokumenttyp:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Sprache:
Deutsch
Schlagwörter:
Bildungsauftrag; Denken; Entwicklungspsychologie; Förderung; Förderungsmaßnahme; Frühpädagogik; Kindergarten; Kognitive Kompetenz; Kompensatorische Erziehung; Lernschwierigkeit; Prävention; Qualität; Soziale Kompetenz; Sprachförderung; Vorschule; Vorschulkind; Wirkung
Abstract:
Unter Vorschulalter versteht man gemeinhin die Zeitspanne zwischen 3 und 6 Jahren. Für viele Kinder sind die institutionellen Eckpunkte dieser Altersspanne der Eintritt in den Kindergarten und der Übergang vom Kindergarten in die Schule. Grundlegende Meilensteine der Entwicklung hat das Kind zu diesem Zeitpunkt bereits passiert, sodass es bereits sich selbst, die anderen und die physikalische Umwelt entdeckt und unterscheiden gelernt hat. Das Vorschulalter selbst ist durch kognitive und soziale Entwicklungsveränderungen gekennzeichnet, die zu zunehmend mehrdimensionalen Wahrnehmungen und damit einhergehend zu vielfältigen Erweiterungen des Blickfeldes führen (vgl. Mhler, 2008).
DIPF-Abteilung:
Bildung und Entwicklung
A hand full of numbers: a role for offloading in arithmetics learning?
Costa, Annelise Ju lio; Lopes Silva, Ju lia Beatriz; Pinheiro Chagas, Pedro; Krinzinger, Helga; […]
Zeitschriftenbeitrag
| In: Frontiers in Psychology | 2011
32185 Endnote
Autor*innen:
Costa, Annelise Ju lio; Lopes Silva, Ju lia Beatriz; Pinheiro Chagas, Pedro; Krinzinger, Helga; Lonnemann, Jan; Willmes, Klaus; Wood, Guilherme; Haase, Vitor Geraldi
Titel:
A hand full of numbers: a role for offloading in arithmetics learning?
In:
Frontiers in Psychology, 2 (2011) , S. 368
DOI:
10.3389/fpsyg.2011.00368
URL:
http://www.frontiersin.org/cognition/10.3389/fpsyg.2011.00368/full
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache:
Englisch
Schlagwörter:
Arithmetik; Brasilien; Empirische Untersuchung; Fertigkeit; Kognitive Kompetenz; Lernschwierigkeit; Mathematische Kompetenz; Messung; Neuropsychologie; Rechenschwierigkeit; Test; Zahlbegriff
Abstract (english):
Finger counting has been associated to arithmetic learning in children. We examined children with (n = 14) and without (n = 84) mathematics learning difficulties with ages between 8 and 11 years. Deficits in finger gnosia were found in association to mathematical difficulties. Finger gnosia was particularly relevant for the performance in word problems requiring active manipulation of small magnitudes in the range between 1 and 10. Moreover, the deficits in finger gnosia could not be attributed to a shortage in working memory capacity but rather to a specific inability to use fingers to transiently represent magnitudes, tagging to be counted objects, and reducing the cognitive load necessary to solve arithmetic problems. Since finger gnosia was more related to symbolic than to non-symbolic magnitude processing, finger-related representation of magnitude seems to be an important link for learning the mapping of analog onto discrete symbolic magnitudes.
DIPF-Abteilung:
Bildung und Entwicklung
Speed of reasoning and its relation to reasoning ability
Goldhammer, Frank; Klein Entink, Rinke H.
Zeitschriftenbeitrag
| In: Intelligence | 2011
31725 Endnote
Autor*innen:
Goldhammer, Frank; Klein Entink, Rinke H.
Titel:
Speed of reasoning and its relation to reasoning ability
In:
Intelligence, 39 (2011) 2-3, S. 108-119
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Aufmerksamkeit; Denken; Denkfähigkeit; Empirische Untersuchung; Geschwindigkeit; Kognitive Kompetenz; Test
Abstract (english):
The study investigates empirical properties of reasoning speed which is conceived as the fluency of solving reasoning problems. Responses and response times in reasoning tasks are modeled jointly to clarify the covariance structure of reasoning speed and reasoning ability. To determine underlying abilities, the predictive validities of two cognitive covariates, namely perceptual and executive attention, are investigated. A sample of N=230 test takers completed a reasoning test, Advanced Progressive Matrices (APM), and attention tests indicating perceptual and executive attention. For modeling responses the two-parameter normal ogive model, and for modeling response times the two-parameter lognormal model was applied. Results suggest that reasoning speed is a unidimensional construct representing significant individual differences, and that reasoning speed and ability are negatively correlated but clearly distinguishable constructs. Perceptual and executive attention showed differential effects on reasoning speed and reasoning ability, i.e., reasoning speed is explained by executive attention only, while reasoning ability is explained by both covariates. Implications for the assessment of reasoning are discussed. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
Morningness-eveningness and educational outcomes. The lark has an advantage over the owl at high […]
Preckel, Franzis; Lipnevich, Anastasiya A; Boehme, Katharina; Brandner, Lena; Georgi, Karsten; […]
Zeitschriftenbeitrag
| In: British Journal of Educational Psychology | 2011
32312 Endnote
Autor*innen:
Preckel, Franzis; Lipnevich, Anastasiya A; Boehme, Katharina; Brandner, Lena; Georgi, Karsten; Könen, Tanja; Mursin, Katharina; Roberts, Richard D
Titel:
Morningness-eveningness and educational outcomes. The lark has an advantage over the owl at high school
In:
British Journal of Educational Psychology, 82 (2011) 2, S. 114-134
DOI:
10.1111/j.2044-8279.2011.02059.x
URL:
http://dx.doi.org/10.1111/j.2044-8279.2011.02059.x
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Befragung; Deutschland; Eltern; Gewohnheit; Kognitive Kompetenz; Leistungsmotivation; Messverfahren; Regressionsanalyse; Schlaf; Schüler; Schülerleistung; Schuljahr 09; Schuljahr 10; Selbsteinschätzung; Tagesablauf; Typologie; Verhalten; Zeit
Abstract (english):
The main goal of the study was to investigate the incremental validity of chronotype as a predictor of academic achievement after controlling for a number of traditional predictors. In so doing, a further aim was ongoing validation of a chronotype questionnaire, the Lark-Owl Chronotype Indicator. The sample comprised 272 students attending 9th and 10th grades at five German high schools. Data was also obtained from 132 parents of these students. Students were assessed in class via self-report questionnaires and a standardized cognitive test. Parents filled out a questionnaire at home. The incremental validity of chronotype was investigated using hierarchical linear regression. Validity of the chronotype questionnaire was assessed by correlating student ratings of their chronotype with behavioural data on sleep, food intake, and drug consumption and with parent ratings of chronotype. Eveningness was a significant (negative) predictor of overall grade point average (GPA), math science GPA, and language GPA, after cognitive ability, conscientiousness, need for cognition, achievement motivation, and gender were held constant. Validity evidence for the chronotype measure was established by significant correlations with parent-ratings and behavioural data. Results point to the possible discrimination of adolescents with a proclivity towards eveningness at school. Possible explanations for the relationship between chronotype and academic achievement are presented. Implications for educational practice are also discussed.
DIPF-Abteilung:
Bildung und Entwicklung
With a little help from my spouse. Does spousal collaboration compensate for the effects of […]
Rauers, Antje; Riediger, Michaela; Schmiedek, Florian; Lindenberger, Ulman
Zeitschriftenbeitrag
| In: Gerontology | 2011
31581 Endnote
Autor*innen:
Rauers, Antje; Riediger, Michaela; Schmiedek, Florian; Lindenberger, Ulman
Titel:
With a little help from my spouse. Does spousal collaboration compensate for the effects of cognitive aging?
In:
Gerontology, 57 (2011) 2, S. 161-166
DOI:
10.1159/000317335
URL:
http://dx.doi.org/10.1159/000317335
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Alter Mensch; Empirische Forschung; Familienbeziehungen; Frau; Gedächtnis; Gedächtnishilfe; Kognition; Kognitive Kompetenz; Leistungstest; Mann; Partnerarbeit; Wirkung
Abstract (english):
Background: Collaborating with another person may help people compensate for aging-related losses in memory performance. However, collaborating in itself is effortful and draws upon individual cognitive resources. One factor that can facilitate collaboration, and decrease its resource requirements, is familiarity between interaction partners. Such facilitation should be particularly important when cognitive-mechanic resources are low. Objective: The current study was conducted to empirically test this theoretical notion. We hypothesized that cognitive aging should amplify the advantage of collaborating with a familiar partner over collaborating with an unfamiliar person. Methods: We developed an interpersonal cueing task based on the game Taboo. The task modeled an everyday-life situation in which one person cues another person to retrieve a piece of information from memory. Seventy-six younger adults (20 33 years) and 80 older adults (63 79 years) worked on this task once with their spouse and once with an unfamiliar cross-sex partner from the same age group. Collaborative performance was operationalized as the number of cue words needed until the partner guessed the target, as determined by independent trained coders. Performance in the Digit Symbol Substitution Test was used as an indicator of cognitive aging. Results: Multilevel-modeling analyses revealed that collaborating spouses outperformed collaborators who had not known each other before. This effect was comparable for both age groups but larger in persons with lower Digit Symbol scores. While participants with lower Digit Symbol scores generally performed worse in the collaborative task, they partly made up for this difference when working with the spouse. Conclusion: We conclude that spousal collaboration may offer a compensatory strategy to cope with individual aging-related losses. (DIPF/Autor)
DIPF-Abteilung:
Bildung und Entwicklung
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