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Age differences and measurement. Invariance of working memory in 5- to 12-year-old children
Michalczyk, Kurt; Malstädt, Nadine; Worgt, Maria; Könen, Tanja; Hasselhorn, Marcus
Zeitschriftenbeitrag
| In: European Journal of Psychological Assessment | 2013
33076 Endnote
Autor*innen:
Michalczyk, Kurt; Malstädt, Nadine; Worgt, Maria; Könen, Tanja; Hasselhorn, Marcus
Titel:
Age differences and measurement. Invariance of working memory in 5- to 12-year-old children
In:
European Journal of Psychological Assessment, 29 (2013) 3, S. 220-229
DOI:
10.1027/1015-5759/a000149
URL:
https://econtent.hogrefe.com/doi/10.1027/1015-5759/a000149
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Arbeitsgedächtnis; Grundschulalter; Kind; Kognitive Entwicklung; Kognitive Prozesse; Messung; Messverfahren; Phonologie; Raumvorstellung; Sekundarstufe I; Strukturgleichungsmodell; Test; Vorschulalter
Abstract (english):
In this study, we investigated working memory structure and measurement invariance of working memory in children between 5 and 12 years. In a sample of 1,669 children, we administered a battery of 12 computer-based working memory subtests. We found the same tripartite structure of working memory with a phonological loop, a visual-spatial sketchpad, and a central executive in the age groups 5-6 years, 7-9 years, and 10-12 years; interrelations of the latent factors were invariant across the age groups. Only the relationships between the phonological loop and the central executive were weaker in the 5- to 6-year-olds than in the older age groups. The results corroborate the tripartite working memory model developed by Baddeley (1986) and show that the functional relationships between working memory components are mostly invariant through childhood. In addition, the findings indicate that future research should focus on extending the model by a fourth factor representing inhibition.
DIPF-Abteilung:
Bildung und Entwicklung
How do teachers spend their time? A study on teachers' strategies of selection, optimisation, and […]
Philipp, Anja; Kunter, Mareike
Zeitschriftenbeitrag
| In: Teaching and Teacher Education | 2013
41751 Endnote
Autor*innen:
Philipp, Anja; Kunter, Mareike
Titel:
How do teachers spend their time? A study on teachers' strategies of selection, optimisation, and compensation over their career cycle
In:
Teaching and Teacher Education, 35 (2013) , S. 1-12
DOI:
10.1016/j.tate.2013.04.014
URL:
https://www.sciencedirect.com/science/article/abs/pii/S0742051X13000814
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Abstract:
In order to address all teaching-related tasks, teachers often work long hours. Effective resource allocation is, therefore, invaluable if they want to manage their workload and remain healthy. This prompted us to assess how teachers allocate their time to different tasks over their careers. Results of a study involving 1939 German teachers from a representative school sample show that beginning teachers and those at the end of their careers engage in fewer tasks (selection). The latter also save time on demanding aspects and invest the time saved in less demanding tasks instead (optimisation), and have fewer career ambitions (compensation).
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
EEG alpha synchronization is related to top-down processing in convergent and divergent thinking
Benedek, Mathias; Bergner, Sabine; Könen, Tanja; Fink, Andreas; Neubauer, Aljoscha C.
Zeitschriftenbeitrag
| In: Neuropsychologia | 2011
31955 Endnote
Autor*innen:
Benedek, Mathias; Bergner, Sabine; Könen, Tanja; Fink, Andreas; Neubauer, Aljoscha C.
Titel:
EEG alpha synchronization is related to top-down processing in convergent and divergent thinking
In:
Neuropsychologia, 49 (2011) 12, S. 3505-3511
DOI:
10.1016/j.neuropsychologia.2011.09.004
URL:
http://dx.doi.org/10.1016/j.neuropsychologia.2011.09.004
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Denken; Experimentelle Untersuchung; Gehirn; Kognitive Prozesse; Kreativität; Neuropsychologie; Testaufgabe
Abstract (english):
Synchronization of EEG alpha activity has been referred to as being indicative of cortical idling, but according to more recent evidence it has also been associated with active internal processing and creative thinking. The main objective of this study was to investigate to what extent EEG alpha synchronization is related to internal processing demands and to specific cognitive process involved in creative thinking. To this end, EEG was measured during a convergent and a divergent thinking task (i.e., creativity-related task) which once were processed involving low and once involving high internal processing demands. High internal processing demands were established by masking the stimulus (after encoding) and thus preventing further bottom-up processing. Frontal alpha synchronization was observed during convergent and divergent thinking only under exclusive top-down control (high internal processing demands), but not when bottom-up processing was allowed (low internal processing demands). We conclude that frontal alpha synchronization is related to top-down control rather than to specific creativity-related cognitive processes. Frontal alpha synchronization, which has been observed in a variety of different creativity tasks, thus may not reflect a brain state that is specific for creative cognition but can probably be attributed to high internal processing demands which are typically involved in creative thinking.
DIPF-Abteilung:
Bildung und Entwicklung
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
ReMashed - an usability study of a recommender system for mash-ups for learning
Drachsler, Hendrik; Rutledge, Lloyd; van Rosmalen, Peter; Hummel, Hans; Pecceu, Dries; Arts, Tanja; […]
Zeitschriftenbeitrag
| In: International Journal of Emerging Technologies in Learning. Special Issue | 2010
37428 Endnote
Autor*innen:
Drachsler, Hendrik; Rutledge, Lloyd; van Rosmalen, Peter; Hummel, Hans; Pecceu, Dries; Arts, Tanja; Hutten, Edwin; Koper, Rob
Titel:
ReMashed - an usability study of a recommender system for mash-ups for learning
In:
International Journal of Emerging Technologies in Learning. Special Issue, 5 (2010) , S. 7-11
URL:
http://online-journals.org/index.php/i-jet/article/view/1191
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache:
Englisch
Abstract:
The following article presents an usability study of a Mash-up Personal Learning Environment called ReMashed that recommends items from the emerging information of a Learning Network. In ReMashed users can specify certain Web 2.0 services and combine them in a Mash-Up Personal Learning Environment. The users can rate information from an emerging amount of Web 2.0 information of a Learning Network and train a recommender system for their particular needs. In total 49 participants from 8 different countries registered to evaluate the ReMashed system. The participants contributed Web 2.0 contents and used the recommender system for one month. The evaluation was concluded with an online questionnaire where most of the participants were positive about the ReMashed system and offered helpful ideas for future developments. (Orig.)
Rehabilitation of arithmetic fact retrieval via extensive practice. A combined fMRI and behavioural […]
Zaunmüller, Luisa; Domahs, Frank; Dressel, Katharina; Lonnemann, Jan; Klein, Elise; […]
Zeitschriftenbeitrag
| In: Neuropsychological Rehabilitation | 2009
8161 Endnote
Autor*innen:
Zaunmüller, Luisa; Domahs, Frank; Dressel, Katharina; Lonnemann, Jan; Klein, Elise; Ischebeck, Anja; Willmes, Klaus
Titel:
Rehabilitation of arithmetic fact retrieval via extensive practice. A combined fMRI and behavioural case-study
In:
Neuropsychological Rehabilitation, 19 (2009) 3, S. 422-443
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Arithmetik; Kognitive Prozesse; Gehirnschädigung; Therapie; Übung; Training; Wirkung; Gehirn; Messung; Fallstudie; Neuropsychologie; Deutschland
Abstract (english):
The present study investigates the effects of a training of arithmetic fact retrieval in a patient suffering from particular difficulties with multiplication facts. Over a period of four weeks simple multiplication facts were trained extensively. The outcome of the training was assessed behaviourally and changes in cerebral activation patterns were investigated using fMRI. The training led to a change in calculation strategies: Prior to training, the patient used predominantly time-consuming back-up strategies, after training he relied increasingly on the direct retrieval of arithmetic facts from long- term memory. Regarding the fMRI results, prefrontal activations were observed for untrained problems, which can be attributed to the application of back-up strategies strongly relying on fronto-executive functions. Interestingly, significant foci of activation for both trained and untrained items were found in the angular gyrus of the right hemisphere, which, however, differed in their exact localisation. For the trained condition, activations were observed in anterior parts of the angular gyrus which may be related to the training-based automatisation in fact retrieval. Activations in the untrained condition were found in a more posterior portion of the angular gyrus, that might be attributable to one of the patient's back-up strategies, namely to recite a whole multiplication row to get to the correct answer. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Differentielle Item-Analysen zur Entwicklung professioneller Kompetenz angehender Lehrkräfte […]
Blömeke, Sigrid; Seeber, Susan; Kaiser, Gabriele; Schwarz, Björn; Lehmann, Rainer; Felbrich, Anja; […]
Sammelbandbeitrag
| Aus: Zlatkin-Troitschanskaia, Olga; Beck, Klaus; Sembill, Detlef; Nickolaus, Reinhold; Mulder, Regina (Hrsg.): Lehrprofessionalität: Bedingungen, Genese, Wirkungen und ihre Messung | Weinheim: Beltz | 2009
8123 Endnote
Autor*innen:
Blömeke, Sigrid; Seeber, Susan; Kaiser, Gabriele; Schwarz, Björn; Lehmann, Rainer; Felbrich, Anja; Müller, Christiane
Titel:
Differentielle Item-Analysen zur Entwicklung professioneller Kompetenz angehender Lehrkräfte während der Lehrerausbildung
Aus:
Zlatkin-Troitschanskaia, Olga; Beck, Klaus; Sembill, Detlef; Nickolaus, Reinhold; Mulder, Regina (Hrsg.): Lehrprofessionalität: Bedingungen, Genese, Wirkungen und ihre Messung, Weinheim: Beltz, 2009 (Beltz Bibliothek), S. 311-327
Dokumenttyp:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Sprache:
Deutsch
Schlagwörter:
Lehramtsstudium; Berufsanforderung; Lehrerberuf; Itemanalyse; Mathematikunterricht; Konzeption; Methode; Lehrerausbildung; Mathematiklehrer; Referendar; Sekundarstufe I; Kompetenz; Empirische Untersuchung; Deutschland
Abstract:
Das Kohortendesign der Studie MT21 ermöglicht es, die Entwicklung des fachbezogenen Wissens angehender Mathematiklehrkräfte vom Beginn des Studiums bis in das Referendariat hinein zu analysieren. Im Beitrag werden kohortenspezifische differentielle Itemfunktionen untersucht und daraus Schlussfolgerungen für die Gestaltung der Lehrerausbildung gezogen. Anfänger/innen fallen die Aufgaben besonders schwer, mit denen sie aus ihrer Schulzeit wenig vertraut sind. Besonders leicht fallen ihnen dagegen schulmathematische Inhalte, die in der Universität nicht mehr aufgegriffen werden, was bei fortgeschrittenen Lehrkräften zu Vergessensprozessen führen kann. Die Ergebnisse können als Beleg für Kleins These der "doppelten Diskontinuität" gelesen werden. (DIPF/Orig.)
DIPF-Abteilung:
Steuerung und Finanzierung des Bildungswesens
ReMashed - recommendations for mash-up personal learning environments
Drachsler, Hendrik; Pecceu, Dries; Arts, Tanja; Hutten, Edwin; Rutledge, Lloyd; […]
Sammelbandbeitrag
| Aus: Cress, Ulrike; Dimitrova, Vania; Specht, Marcus (Hrsg.): Learning in the synergy of multiple disciplines: 4th European Conference on Technology Enhanced Learning, EC-TEL 2009 Nice, France, September 29-October 2, 2009 | Heidelberg: Springer | 2009
37535 Endnote
Autor*innen:
Drachsler, Hendrik; Pecceu, Dries; Arts, Tanja; Hutten, Edwin; Rutledge, Lloyd; Rosmalen, Peter van; Hummel, Hans; Koper, Rob
Titel:
ReMashed - recommendations for mash-up personal learning environments
Aus:
Cress, Ulrike; Dimitrova, Vania; Specht, Marcus (Hrsg.): Learning in the synergy of multiple disciplines: 4th European Conference on Technology Enhanced Learning, EC-TEL 2009 Nice, France, September 29-October 2, 2009, Heidelberg: Springer, 2009 , S. 788-793
DOI:
10.1007/978-3-642-04636-0_85
URL:
https://link.springer.com/chapter/10.1007%2F978-3-642-04636-0_85
Dokumenttyp:
4. Beiträge in Sammelwerken; Tagungsband/Konferenzbeitrag/Proceedings
Sprache:
Englisch
Abstract:
The following article presents a Mash-Up Personal Learning Environment called ReMashed that recommends learning resources from emerging information of a Learning Network. In ReMashed learners can specify certain Web2.0 services and combine them in a Mash-Up Personal Learning Environment. Learners can rate information from an emerging amount of Web2.0 information of a Learning Network and train a recommender system for their particular needs. ReMashed therefore has three main objectives: 1. to provide a recommender system for Mash-up Personal Learning Environments to learners, 2. to offer an environment for testing new recommendation approaches and methods for researchers, and 3. to create informal user-generated content data sets that are needed to evaluate new recommendation algorithms for learners in informal Learning Networks. (Orig.)
ReMashed - recommendation approaches for mash-up personal learning environments in formal and […]
Drachsler, Hendrik; Pecceu, Dries; Arts, Tanja; Rosmalen, Peter van; Hummel, Hans; Koper, Rob; […]
Sammelbandbeitrag
| Aus: Wild, Fridolin; Kalz, Marco; Palmér, Matthias; Müller, Daniel (Hrsg.): Mash-Up Personal Learning Environments (MUPPLE'09): Workshop in conjunction with the 4th European Conference on Technology-Enhanced Learning (ECTEL'09); Synergy of disciplines | Aachen: RWTH | 2009
37536 Endnote
Autor*innen:
Drachsler, Hendrik; Pecceu, Dries; Arts, Tanja; Rosmalen, Peter van; Hummel, Hans; Koper, Rob; Hutten, Edwin; Rutledge, Lloyd
Titel:
ReMashed - recommendation approaches for mash-up personal learning environments in formal and informal learning settings
Aus:
Wild, Fridolin; Kalz, Marco; Palmér, Matthias; Müller, Daniel (Hrsg.): Mash-Up Personal Learning Environments (MUPPLE'09): Workshop in conjunction with the 4th European Conference on Technology-Enhanced Learning (ECTEL'09); Synergy of disciplines, Aachen: RWTH, 2009 (CEUR workshop proceedings, 506), S. 23-30
URL:
http://ceur-ws.org/Vol-506/
Dokumenttyp:
4. Beiträge in Sammelwerken; Tagungsband/Konferenzbeitrag/Proceedings
Sprache:
Englisch
Abstract:
This article presents the ReMashed system that recommends learning content from emerging information of a Mash-Up Personal Learning Environment. ReMashed offers advice to find most suitable learning content for individual competence development of lifelong learners. The ReMashed system was initially designed to offer navigational support to lifelong learners in informal learning settings. In this article we want to discuss its ability to be used also in formal learning settings. For this purpose, we discuss the use of two different recommendation approaches for formal and informal learning within ReMashed. (Orig.)
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