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Differences in arithmetic performance between Chinese and German adults are accompanied by […]
Lonnemann, Jan; Li, Su; Zhao, Pei; Li, Peng; Linkersdörfer, Janosch; Lindberg, Sven; […]
Zeitschriftenbeitrag
| In: PLoS ONE | 2017
37681 Endnote
Autor*innen:
Lonnemann, Jan; Li, Su; Zhao, Pei; Li, Peng; Linkersdörfer, Janosch; Lindberg, Sven; Hasselhorn, Marcus; Yan, Song
Titel:
Differences in arithmetic performance between Chinese and German adults are accompanied by differences in processing of non-symbolic numerical magnitude
In:
PLoS ONE, 12 (2017) 4, S. e0174991
DOI:
10.1371/journal.pone.0174991
URN:
urn:nbn:de:0111-dipfdocs-191811
URL:
http://www.dipfdocs.de/volltexte/2020/19181/pdf/pone_2017_4_Lonnemann_et_al_Differences_in_arithmetic_performance_between_Chinese_and_German_adults_A.pdf
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Erwachsener; Chinese; Deutscher; Unterschied; Größe; Vergleich; Aufgabe; Test; Arithmetik; Leistung; Informationsverarbeitung; Denkfähigkeit; Datenanalyse; Empirische Untersuchung; China; Deutschland
Abstract (english):
Human beings are assumed to possess an approximate number system (ANS) dedicated to extracting and representing approximate numerical magnitude information. The ANS is assumed to be fundamental to arithmetic learning and has been shown to be associated with arithmetic performance. It is, however, still a matter of debate whether better arithmetic skills are reflected in the ANS. To address this issue, Chinese and German adults were compared regarding their performance in simple arithmetic tasks and in a non-symbolic numerical magnitude comparison task. Chinese participants showed a better performance in solving simple arithmetic tasks and faster reaction times in the non-symbolic numerical magnitude comparison task without making more errors than their German peers. These differences in performance could not be ascribed to differences in general cognitive abilities. Better arithmetic skills were thus found to be accompanied by a higher speed of retrieving non-symbolic numerical magnitude knowledge but not by a higher precision of non-symbolic numerical magnitude representations. The group difference in the speed of retrieving non- symbolic numerical magnitude knowledge was fully mediated by the performance in arithmetic tasks, suggesting that arithmetic skills shape non-symbolic numerical magnitude pro- cessing skills. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Differences in arithmetic performance between Chinese and German children are accompanied by […]
Lonnemann, Jan; Linkersdörfer, Janosch; Hasselhorn, Marcus; Lindberg, Sven
Zeitschriftenbeitrag
| In: Frontiers in Psychology | 2016
36795 Endnote
Autor*innen:
Lonnemann, Jan; Linkersdörfer, Janosch; Hasselhorn, Marcus; Lindberg, Sven
Titel:
Differences in arithmetic performance between Chinese and German children are accompanied by differences in processing of symbolic numerical magnitude
In:
Frontiers in Psychology, (2016) 7:1337
DOI:
10.3389/fpsyg.2016.01337
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Arithmetik; Aufgabe; China; Chinese; Deutscher; Deutschland; Grundschüler; Internationaler Vergleich; Mathematische Kompetenz; Rechnen; Schuljahr 03
Abstract (english):
Symbolic numerical magnitude processing skills are assumed to be fundamental to arithmetic learning. It is, however, still an open question whether better arithmetic skills are reflected in symbolic numerical magnitude processing skills. To address this issue, Chinese and German third graders were compared regarding their performance in arithmetic tasks and in a symbolic numerical magnitude comparison task. Chinese children performed better in the arithmetic tasks and were faster in deciding which one of two Arabic numbers was numerically larger. The group difference in symbolic numerical magnitude processing was fully mediated by the performance in arithmetic tasks. We assume that a higher degree of familiarity with arithmetic in Chinese compared to German children leads to a higher speed of retrieving symbolic numerical magnitude knowledge. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Testing the twofold multidimensionality of academic self-concept. A study with Chinese vocational […]
Yang, Lan; Arens, A. Katrin; Watkins, David A.
Zeitschriftenbeitrag
| In: Educational Psychology | 2016
36547 Endnote
Autor*innen:
Yang, Lan; Arens, A. Katrin; Watkins, David A.
Titel:
Testing the twofold multidimensionality of academic self-concept. A study with Chinese vocational students
In:
Educational Psychology, 36 (2016) 9, S. 1651-1669
DOI:
10.1080/01443410.2014.995597
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Affekt; Berufsbildung; Berufsschule; China; Chinese; Chinesisch; Englisch; Kompetenz; Leistung; Mathematische Kompetenz; Sekundarbereich; Selbsteinschätzung; Selbstkonzept; Sprachkompetenz; Validität; Wahrnehmung
Abstract:
In order to extend previous research on the twofold multidimensionality of academic self-concept (i.e. its domain-specific structure and separation into competence and affect components), the present study tests its generalisability among vocational students from mainland China. A Chinese version of self-description questionnaire I was administered to Year 1 secondary vocational students in three academic years (2006, 2007, 2008; N = 1053) measuring the self-concepts in Chinese (native language), English (non-native language), math and general school. Confirmatory factor analyses showed that models separating competence and affect components within each domain fitted better than pure domain-specific models. This pattern was consistent across the subsamples of students studying in the three academic years. Thus, the present findings support the generalisability of the twofold multidimensionality of academic self-concept to Chinese vocational students and to students' native and non-native languages. Theoretical and practical implications of these findings for self-concept research and practice are discussed. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Testing the internal and external frames of reference for academic self-concept among Chinese […]
Yang, Lang; Arens, A. Katrin; Xu, Man Kate; Sin, Kuen Fung
Sammelbandbeitrag
| Aus: King, Ronnel B.;Bernardo, Allan B. I. (Hrsg.): The psychology of Asian learners: A Festschrift in honor of David Watkins | Singapore: Springer | 2016
35812 Endnote
Autor*innen:
Yang, Lang; Arens, A. Katrin; Xu, Man Kate; Sin, Kuen Fung
Titel:
Testing the internal and external frames of reference for academic self-concept among Chinese vocational students
Aus:
King, Ronnel B.;Bernardo, Allan B. I. (Hrsg.): The psychology of Asian learners: A Festschrift in honor of David Watkins, Singapore: Springer, 2016 , S. 101-123
DOI:
10.1007/978-981-287-576-1_7
Dokumenttyp:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Berufsbildende Höhere Schule; China; Chinese; Chinesisch; Empirische Untersuchung; Fragebogenerhebung; Gültigkeit; Kulturtechnik; Leistungsfähigkeit; Lernen; Likert-Fragebogen; Mathematik; Modell; Schülerleistung; Sekundarbereich; Selbsteinschätzung; Selbstkonzept; Überzeugung; Unterrichtsfach
Abstract:
Based on a sample of Year 1 vocational students (N = 962) in China, the study presented in this chapter aimed to (1) test the generalizability of the classic internal/external (I/E) frame of reference model of academic self-concept (Marsh, 1986) to vocational students and (2) extend the classic I/E model by incorporating recent developments of the twofold multidimensional structure of academic self-concept (i.e., its domain-specific structure and a further separation between competence-affect components within each domain). Structural equation modeling analyses for testing the I/E model show that paths from math and Chinese achievements to corresponding domains of self-concept were positive and significant, whereas cross-paths to nonmatching self-concept domains were negatively significant. A further analysis by separating competence and affect components within math and Chinese self-concepts reveals that paths from math and Chinese achievements to matching affect components were stronger than those to competence components. This interesting finding is discussed in light of the Chinese cultural model of learning. Implications of our findings for the I/E model, self-concept research, and practice are also discussed. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
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