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Autor*innen: Brod, Garvin; Bunge, Silvia A; Shing, Yee Lee
Titel: Does one year of schooling improve children's cognitive control and alter associated brain activation?
In: Psychological Science, 28 (2017) 7, S. 967-978
DOI: 10.1177/0956797617699838
URN: urn:nbn:de:0111-pedocs-156068
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-156068
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Kind; Schuleintrittsalter; Kognitive Entwicklung; Kognitive Prozesse; Kontrolle; Aufmerksamkeit; Verhalten; Kindergartenbesuch; Schulbesuch; Schuljahr 01; Vergleich; Test; Gehirn; Visualisierung; Neurowissenschaften; Empirische Untersuchung; Berlin
Abstract: The "5-to-7-year shift" refers to the remarkable improvements observed in children's cognitive abilities during this age range, particularly in their ability to exert control over their attention and behavior-that is, their executive functioning. As this shift coincides with school entry, the extent to which it is driven by brain maturation or by exposure to formal schooling is unclear. In this longitudinal study, we followed 5-year-olds born close to the official cutoff date for entry into first grade and compared those who subsequently entered first grade that year with those who remained in kindergarten, which is more play oriented. The first graders made larger improvements in accuracy on an executive-function test over the year than did the kindergartners. In an independent functional MRI task, we found that the first graders, compared with the kindergartners, exhibited a greater increase in activation of right posterior parietal cortex, a region previously implicated in sustained attention; increased activation in this region was correlated with the improvement in accuracy. These results reveal how the environmental context of formal schooling shapes brain mechanisms underlying improved focus on cognitively demanding tasks. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung
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Autor*innen: Engelhardt, Lena; Goldhammer, Frank; Naumann, Johannes; Frey, Andreas
Titel: Experimental validation strategies for heterogeneous computer-based assessment items
In: Computers in Human Behavior, 76 (2017) , S. 683-692
DOI: 10.1016/j.chb.2017.02.020
URN: urn:nbn:de:0111-dipfdocs-176056
URL: http://www.dipfdocs.de/volltexte/2019/17605/pdf/Engelhardt_et_al._2017_ManuscriptAccepted_A.pdf
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache: Englisch
Schlagwörter: Leistungstest; Leistungsmessung; Medienkompetenz; Computerunterstütztes Verfahren; Validität; Testaufgabe; Testkonstruktion; Anpassung; Strategie; Veränderung; Testmethodik; Testtheorie
Abstract (english): Computer-based assessments open up new possibilities to measure constructs in authentic settings. They are especially promising to measure 21st century skills, as for instance information and communication technologies (ICT) skills. Items tapping such constructs may be diverse regarding design principles and content and thus form a heterogeneous item set. Existing validation approaches, as the construct representation approach by Embretson (1983), however, require homogenous item sets in the sense that a particular task characteristic can be applied to all items. To apply this validation rational also for heterogeneous item sets, two experimental approaches are proposed based on the idea to create variants of items by systematically manipulating task characteristics. The change-approach investigates whether the manipulation affects construct-related demands and the eliminate-approach whether the test score represents the targeted skill dimension. Both approaches were applied within an empirical study (N = 983) using heterogeneous items from an ICT skills test. The results show how changes of ICT-specific task characteristics influenced item difficulty without changing the represented construct. Additionally, eliminating the intended skill dimension led to easier items and changed the construct partly. Overall, the suggested experimental approaches provide a useful validation tool for 21st century skills assessed by heterogeneous items. (DIPF/Orig.)
DIPF-Abteilung: Bildungsqualität und Evaluation
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Autor*innen: Göbel, Kerstin; Vieluf, Svenja
Titel: Specific effects of language transfer promoting teaching and insights into the implementation in EFL-teaching
In: Orbis scholae, 11 (2017) 3, S. 103-122
DOI: 10.14712/23363177.2018.279
URL: http://www.cupress.cuni.cz/ink2_stat/index.jsp?include=AUC_clanek&id=5944&id=6683&casopis=1201&zalozka=1&predkl=0
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache: Englisch
Schlagwörter: Englischunterricht; Fremdsprachenunterricht; Schuljahr 09; Schulform; Mehrsprachigkeit; Einsprachigkeit; Unterrichtsmethode; Transfer; Sprachkompetenz; Lernstrategie; DESI <Deutsch-Englisch-Schülerleistungen-International>; Schüler; Migrationshintergrund; Schülerleistung; Einflussfaktor; Deutschunterricht; Bilingualer Unterricht; Schülerleistungstest; Regressionsanalyse; Deutschland
Abstract (english): The following contribution analyzes language transfer promoting instruction in the context of English as a foreign language (EFL) instruction in 9th grade secondary classes in Germany. By combining data from questionnaires, tests, and video-data, the article sheds light on learning outcomes in the context of language transfer promoting instruction and presents teaching practice of interlanguage reflection in ESL-teaching. Results indicate a positive correlation of language transfer promoting teaching with EFL listening comprehension at the beginning of grade 9. A correlation between language transfer promoting teaching did not show up with text reconstruction. The analysis of selected videos revealed sequences that hint at an attempt to promoting language transfer actually take place in classes of teachers reporting high importance for language transfer promoting teaching. However, these sequences do not display an elaborated language transfer promoting teaching. Language transfer promotion is implemented in a rather implicit way, while referring to German language only. Results indicate the need for elaborated strategies of implementation of language transfer promoting teaching. (DIPF/Orig.)
DIPF-Abteilung: Bildungsqualität und Evaluation
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Autor*innen: Goldhammer, Frank; Martens, Thomas; Lüdtke, Oliver
Titel: Conditioning factors of test-taking engagement in PIAAC. An exploratory IRT modelling approach considering person and item characteristics
In: Large-scale Assessments in Education, 5 (2017) , S. 18
DOI: 10.1186/s40536-017-0051-9
URL: https://largescaleassessmentsineducation.springeropen.com/articles/10.1186/s40536-017-0051-9
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache: Englisch
Schlagwörter: Antwort; Einflussfaktor; Erwachsener; Item-Response-Theory; Kanada; Längsschnittuntersuchung; Leistungstest; Lesekompetenz; Mathematische Kompetenz; Messung; Motivation; PIAAC (Programme for the International Assessment of Adult Competencies); Problemlösen; Selbstkonzept; Technologiebasiertes Testen; Verhalten
Abstract: Background: A potential problem of low-stakes large-scale assessments such as the Programme for the International Assessment of Adult Competencies (PIAAC) is low test-taking engagement. The present study pursued two goals in order to better understand conditioning factors of test-taking disengagement: First, a model-based approach was used to investigate whether item indicators of disengagement constitute a continuous latent person variable by domain. Second, the effects of person and item characteristics were jointly tested using explanatory item response models. Methods: Analyses were based on the Canadian sample of Round 1 of the PIAAC, with N = 26,683 participants completing test items in the domains of literacy, numeracy, and problem solving. Binary item disengagement indicators were created by means of item response time thresholds. Results: The results showed that disengagement indicators define a latent dimension by domain. Disengagement increased with lower educational attainment, lower cognitive skills, and when the test language was not the participant's native language. Gender did not exert any effect on disengagement, while age had a positive effect for problem solving only. An item's location in the second of two assessment modules was positively related to disengagement, as was item difficulty. The latter effect was negatively moderated by cognitive skill, suggesting that poor test-takers are especially likely to disengage with more difficult items. Conclusions: The negative effect of cognitive skill, the positive effect of item difficulty, and their negative interaction effect support the assumption that disengagement is the outcome of individual expectations about success (informed disengagement). (DIPF/Orig.)
DIPF-Abteilung: Bildungsqualität und Evaluation
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Autor*innen: Goldhammer, Frank; Steinwascher, Merle A.; Kroehne, Ulf; Naumann, Johannes
Titel: Modeling individual response time effects between and within experimental speed conditions. A GLMM approach for speeded tests
In: British Journal of Mathematical and Statistical Psychology, 70 (2017) 2, S. 238-256
DOI: 10.1111/bmsp.12099
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache: Englisch
Schlagwörter: Test; Testkonstruktion; Antwort; Dauer; Unterschied; Messverfahren; Entscheidung; Einflussfaktor; Fehler; Modell; Vergleich
Abstract: Completing test items under multiple speed conditions avoids the performance measure being confounded with individual differences in the speed-accuracy compromise, and offers insights into the response process, that is, how response time relates to the probability of a correct response. This relation is traditionally represented by two conceptually different functions: the speed-accuracy trade-off function (SATF) across conditions relating the condition average response time to the condition average of accuracy, and the conditional accuracy function (CAF) within a condition describing accuracy conditional on response time. Using a generalized linear mixed modelling approach, we propose an item response modelling framework that is suitable for item response and response time data from experimental speed conditions. The proposed SATF and CAF model accommodates response time effects between conditions (i.e., person and item SATF slope) and within conditions (i.e., residual CAF slopes), captures person and item differences in these effects, and is suitable for measures with a strong speed component. Moreover, for a single condition a CAF model is proposed distinguishing person, item and residual CAF. The properties of the models are illustrated with an empirical example. (DIPF/Orig.)
DIPF-Abteilung: Bildungsqualität und Evaluation
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Autor*innen: Goldhammer, Frank; Zehner, Fabian
Titel: What to make of and how to interpret process data
In: Measurement: Interdisciplinary Research and Perspectives, 15 (2017) 3/4, S. 128-132
DOI: 10.1080/15366367.2017.1411651
URN: urn:nbn:de:0111-dipfdocs-192082
URL: http://www.dipfdocs.de/volltexte/2020/19208/pdf/Measurement_2017_3-4_Goldhammer_Zehner_What_to_make_of_and_how_to_interpret_process_data_A.pdf
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Technologiebasiertes Testen; Kognitive Kompetenz; Testdurchführung; Kognitive Prozesse; Datenanalyse; Indikator; Interpretation; Validität
Abstract (english): Maddox (2017) argues that respondents' talk and gesture during an assessment inform researchers how a response product has evolved. Indeed, how a task is performed represents key information for psychological and educational assessment. [...] Recently, process data has increasingly gained attention in cognitive ability testing given the digitalization of measurement and the possibility of exploiting log file data. [...] As shown by Maddox for large-scale assessments, even talk and gesture can be regarded as useful process data. In this case, the process data is not only video-recorded but also observed by the interviewer in situ; the interviewer interactively uses it to influence the test-taking process and to reduce construct-irrelevant variance. Thus, like product data (e.g., scores), process data is used to draw inferences. We argue in the following that the interpretation and use of process data and derived indicators require validation, just as product data do (Kane, 2013). This theoretical background, including some examples about log file data, sets the ground for our comments on Maddox's use of "talk and gesture as process data." (DIPF/Orig.)
DIPF-Abteilung: Bildungsqualität und Evaluation
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Autor*innen: Gresch, Helge; Hasselhorn, Marcus; Bögeholz, Susanne
Titel: Enhancing decision-making in STSE education by inducing reflection and self-regulated learning
In: Research in Science Education, 47 (2017) 1, S. 95-118
DOI: 10.1007/s11165-015-9491-9
URN: urn:nbn:de:0111-pedocs-174332
URL: http://nbn-resolving.org/urn:nbn:de:0111-pedocs-174332
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Computerunterstütztes Verfahren; Deutschland; Entscheidung; Fragebogen; Intervention; Kompetenz; Schüler; Sekundarstufe II; Selbstgesteuertes Lernen; Selbstreflexion; Selbstregulation; Strategie; Test; Training
Abstract: Thoughtful decision-making to resolve socioscientific issues is central to science, technology, society, and environment (STSE) education. One approach for attaining this goal involves fostering students' decision-making processes. Thus, the present study explores whether the application of decision-making strategies, combined with reflections on the decision-making processes of others, enhances decision-making competence. In addition, this study examines whether this process is supported by elements of self-regulated learning, i.e., self-reflection regarding one's own performance and the setting of goals for subsequent tasks. A computer-based training program which involves the resolution of socioscientific issues related to sustainable development was developed in two versions: with and without elements of self-regulated learning. Its effects on decision-making competence were analyzed using a pre test-post test follow-up control-group design (N = 242 high school students). Decision-making competence was assessed using an open-ended questionnaire that focused on three facets: consideration of advantages and disadvantages, metadecision aspects, and reflection on the decision-making processes of others. The findings suggest that students in both training groups incorporated aspects of metadecision into their statements more often than students in the control group. Furthermore, both training groups were more suc- cessful in reflecting on the decision-making processes of others. The students who received additional training in self-regulated learning showed greater benefits in terms of metadecision aspects and reflection, and these effects remained significant two months later. Overall, our findings demonstrate that the application of decision-making strategies, combined with reflections on the decision-making process and elements of self-regulated learning, is a fruitful approach in STSE education. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung
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Autor*innen: He, Jia; Buchholz, Janine; Klieme, Eckhard
Titel: Effects of anchoring vignettes on comparability and predictive validity of student self-reports in 64 cultures
In: Journal of Cross-Cultural Psychology, 48 (2017) 3, S. 319-334
DOI: 10.1177/0022022116687395
URN: urn:nbn:de:0111-dipfdocs-156073
URL: http://www.dipfdocs.de/volltexte/2018/15607/pdf/0022022116687395_A.pdf
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Bewertung; Internationaler Vergleich; Item-Response-Theory; Klassenführung; Kultureinfluss; Mathematikunterricht; Messverfahren; Modell; Motivation; OECD-Länder; PISA <Programme for International Student Assessment>; Qualität; Schüler; Schülerleistungstest; Schülerorientierter Unterricht; Selbsteinschätzung; Unterricht; Validität; Vignette <Methode>
Abstract (english): Anchoring vignettes are item batteries especially designed for correcting responses that might be affected by incomparability. This article investigates the effects of anchoring vignettes on the validity of student self-report data in 64 cultures. Using secondary data analysis from the 2012 Programme for International Student Assessment (PISA), we checked the validity of ratings on vignette questions, and investigated how rescaled item responses of two student scales, Teacher Support and Classroom Management, enhanced comparability and predictive validity. The main findings include that (a) responses to vignette questions represent valid individual and cultural differences; in particular, violations in these responses (i.e., misorderings) are related to low socioeconomic status and low cognitive sophistication; (b) the rescaled responses tend to show higher levels of comparability; and (c) the associations of rescaled Teacher Support and Classroom Management with math achievement, Student-Oriented Instruction, and Teacher-Directed Instruction are slightly different from raw scores of the two target constructs, and the associations with rescaled scores seem to be more in line with the literature. Namely, the associations among all self-report Likerttype scales are weaker with rescaled scores, presumably reducing common method variance, and both rescaled scale scores are more positively related to math achievement. The country ranking also changes substantially; in particular, Asian cultures top the ranking on Teacher Support after rescaling. However, anchoring vignettes are not a cure-all in solving measurement bias in crosscultural surveys; we discuss the technicality and directions for further research on this technique. (DIPF/Orig.)
DIPF-Abteilung: Bildungsqualität und Evaluation
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Autor*innen: Hertzog, Christopher; Lövdén, Martin; Lindenberger, Ulman; Schmiedek, Florian
Titel: Age differences in coupling of intraindividual variability in mnemonic strategies and practice-related associative recall improvements
In: Psychology and Aging, 32 (2017) 6, S. 557-571
DOI: 10.1037/pag0000177
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Gedächtnis; Arbeitsgedächtnis; Junger Erwachsener; Alter Mensch; Gedächtnishilfe; Strategie; Assoziation; Kognitive Prozesse; Leistungsfähigkeit; Wirkung; Effektivität; Leistungssteigerung; Test; Empirische Untersuchung; Vergleich
Abstract: The importance of encoding strategies for associative recall is well established, but there have been no studies of aging and intraindividual variability (IAV) in strategy use during extended practice. We observed strategy use and cued-recall test performance over 101 days of practice in 101 younger adults (M = 25.6 years) and 103 older adults (M = 71.3 years) sandwiched by a pretest and posttest battery including an associative recall test. Each practice session included 2 lists of 12 number-noun paired-associate (PA) items (e.g., 23-DOGS), presented for brief exposures titrated to maintain below-ceiling performance throughout practice. Participants reported strategy use (e.g., rote repetition, imagery) after each test. Substantial IAV in strategy use was detected that was coupled with performance; lists studied with normatively effective strategies (e.g., imagery) generated higher PA recall than lists studied with less effective strategies (e.g., rote repetition). In comparison to younger adults, older adults' practice (a) relied more on repetition and less on effective strategies, (b) showed lower levels of IAV in effective strategy use, and (c) had lower within-person strategy-recall coupling, especially late in practice. Individual differences in pretest-posttest gains in PA recall were predicted by average level of effective strategy use in young adults but by strategy-recall coupling in older adults. Results are consistent with the hypothesis that experiencing variability in strategic outcomes during practice helps hone the effectiveness of strategic encoding behavior, and that older adults' reduced degree of pretest-posttest gains is influenced by lower likelihood of using and optimizing effective strategies through practice. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung
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Autor*innen: Knoepke, Julia; Richter, Tobias; Isberner, May-Britt; Naumann, Johannes; Neeb, Yvonne; Weinert, Sabine
Titel: Processing of positive-causal and negative-causal coherence relations in primary school children and adults. A test of the cumulative cognitive complexity approach in German
In: Journal of Child Language, 44 (2017) 2, S. 297-328
DOI: 10.1017/S0305000915000872
URN: urn:nbn:de:0111-dipfdocs-191627
URL: http://www.dipfdocs.de/volltexte/2020/19162/pdf/J.Child_Lang_2017_2_Knoepke_et_al_Processing_of_positivecausal_and_negativecausal_coherence_relations_A.pdf
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Deutsch; Deutschland; Empirische Untersuchung; Erwachsener; Grundschule; Grundschüler; Hören; Kognition; Kognitive Prozesse; Lesen; Leseverstehen; Semantik; Technologiebasiertes Testen; Test; Textanalyse; Textinterpretation; Textverständnis
Abstract: Establishing local coherence relations is central to text comprehension. Positive-causal coherence relations link a cause and its consequence, whereas negative-causal coherence relations add a contrastive meaning (negation) to the causal link. According to the cumulative cognitive complexity approach, negative-causal coherence relations are cognitively more complex than positive-causal ones. Therefore, they require greater cognitive effort during text comprehension and are acquired later in language development. The present cross-sectional study tested these predictions for German primary school children from Grades 1 to 4 and adults in reading and listening comprehension. Accuracy data in a semantic verification task support the predictions of the cumulative cognitive complexity approach. Negative-causal coherence relations are cognitively more demanding than positive-causal ones. Moreover, our findings indicate that children's comprehension of negative-causal coherence relations continues to develop throughout the course of primary school. Findings are discussed with respect to the generalizability of the cumulative cognitive complexity approach to German. (DIPF/Orig.)
DIPF-Abteilung: Bildungsqualität und Evaluation