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Digital self-control interventions for distracting media multitasking. A systematic review Biedermann, Daniel; Schneider, Jan; Drachsler, Hendrik Zeitschriftenbeitrag | In: Journal of Computer Assisted Learning | 2021 41560 Endnote: Autor*innen: Biedermann, Daniel; Schneider, Jan; Drachsler, Hendrik
Titel: Digital self-control interventions for distracting media multitasking. A systematic review
In: Journal of Computer Assisted Learning, 37 (2021) 5, S. 1217-1231
DOI: 10.1111/jcal.12581
URL: https://onlinelibrary.wiley.com/doi/10.1111/jcal.12581
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Digitale Medien; Smartphone; Mediennutzung; Ablenkung; Selbstkontrolle; Intervention; Wirkung; Systematic Review
Abstract: Digital distractions can interfere with goal attainment and lead to undesirable habits that are hard to get red rid of. Various digital self-control interventions promise support to alleviate the negative impact of digital distractions. These interventions use different approaches, such as the blocking of apps and websites, goal setting, or visualizations of device usage statistics. While many apps and browser extensions make use of these features, little is known about their effectiveness. This systematic review synthesizes the current research to provide insights into the effectiveness of the different kinds of interventions. From a search of the 'ACM', 'Springer Link', 'Web of Science', 'IEEE Xplore' and 'Pubmed' databases, we identified 28 digital self-control interventions. We categorized these interventions according to their features and their outcomes. The interventions showed varying degrees of effectiveness, and especially interventions that relied purely on increasing the participants' awareness were barely effective. For those interventions that sanctioned the use of distractions, the current literature indicates that the sanctions have to be sufficiently difficult to overcome, as they will otherwise be quickly dismissed. The overall confidence in the results is low, with small sample sizes, short study duration, and unclear study contexts. From these insights, we highlight research gaps and close with suggestions for future research. (DIPF/Orig.)
DIPF-Abteilung: Informationszentrum Bildung

Mobile sensing with smart wearables of the physical context of distance learning students to […] Ciordas-Hertel, George-Petru; Rödling, Sebastian; Schneider, Jan; Di Mitri, Daniele; […] Zeitschriftenbeitrag | In: Sensors | 2021 42008 Endnote: Autor*innen: Ciordas-Hertel, George-Petru; Rödling, Sebastian; Schneider, Jan; Di Mitri, Daniele; Weidlich, Joshua; Drachsler, Hendrik
Titel: Mobile sensing with smart wearables of the physical context of distance learning students to consider its effects on learning
In: Sensors, 21 (2021) 19, S. 6649
DOI: 10.3390/s21196649
URL: https://www.mdpi.com/1424-8220/21/19/6649
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Lernen; Einflussfaktor; Lernumgebung; Lernort; Lernvoraussetzungen; Hausunterricht; Learning Analytics; Smartphone; Neue Technologien; Datenerhebung; Erhebungsinstrument; Software; Softwareentwicklung; Implementierung; Erwachsener; Fragebogen; Datenanalyse
Abstract: Research shows that various contextual factors can have an impact on learning. Some of these factors can originate from the physical learning environment (PLE) in this regard. When learning from home, learners have to organize their PLE by themselves. This paper is concerned with identifying, measuring, and collecting factors from the PLE that may affect learning using mobile sensing. More specifically, this paper first investigates which factors from the PLE can affect distance learning. The results identify nine types of factors from the PLE associated with cognitive, physiological, and affective effects on learning. Subsequently, this paper examines which instruments can be used to measure the investigated factors. The results highlight several methods involving smart wearables (SWs) to measure these factors from PLEs successfully. Third, this paper explores how software infrastructure can be designed to measure, collect, and process the identified multimodal data from and about the PLE by utilizing mobile sensing. The design and implementation of the Edutex software infrastructure described in this paper will enable learning analytics stakeholders to use data from and about the learners' physical contexts. Edutex achieves this by utilizing sensor data from smartphones and smartwatches, in addition to response data from experience samples and questionnaires from learners' smartwatches. Finally, this paper evaluates to what extent the developed infrastructure can provide relevant information about the learning context in a field study with 10 participants. The evaluation demonstrates how the software infrastructure can contextualize multimodal sensor data, such as lighting, ambient noise, and location, with user responses in a reliable, efficient, and protected manner.
Abstract (english): Research shows that various contextual factors can have an impact on learning. Some of these factors can originate from the physical learning environment (PLE) in this regard. When learning from home, learners have to organize their PLE by themselves. This paper is concerned with identifying, measuring, and collecting factors from the PLE that may affect learning using mobile sensing. More specifically, this paper first investigates which factors from the PLE can affect distance learning. The results identify nine types of factors from the PLE associated with cognitive, physiological, and affective effects on learning. Subsequently, this paper examines which instruments can be used to measure the investigated factors. The results highlight several methods involving smart wearables (SWs) to measure these factors from PLEs successfully. Third, this paper explores how software infrastructure can be designed to measure, collect, and process the identified multimodal data from and about the PLE by utilizing mobile sensing. The design and implementation of the Edutex software infrastructure described in this paper will enable learning analytics stakeholders to use data from and about the learners' physical contexts. Edutex achieves this by utilizing sensor data from smartphones and smartwatches, in addition to response data from experience samples and questionnaires from learners' smartwatches. Finally, this paper evaluates to what extent the developed infrastructure can provide relevant information about the learning context in a field study with 10 participants. The evaluation demonstrates how the software infrastructure can contextualize multimodal sensor data, such as lighting, ambient noise, and location, with user responses in a reliable, efficient, and protected manner.
DIPF-Abteilung: Informationszentrum Bildung

Ambulatory assessment of rumination and worry. Capturing perseverative cognitions in children's […] Kramer, Andrea C.; Neubauer, Andreas B.; Leonhardt, Anja; Brose, Annette; Dirk, Judith; […] Zeitschriftenbeitrag | In: Psychological Assessment | 2021 41467 Endnote: Autor*innen: Kramer, Andrea C.; Neubauer, Andreas B.; Leonhardt, Anja; Brose, Annette; Dirk, Judith; Schmiedek, Florian
Titel: Ambulatory assessment of rumination and worry. Capturing perseverative cognitions in children's daily life
In: Psychological Assessment, 33 (2021) 9, S. 827-842
DOI: 10.1037/pas0001020
URN: urn:nbn:de:0111-pedocs-243171
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-243171
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Kind; Denken; Wiederholung; Negativität; Kognition; Affekt; Wohlbefinden; Arbeitsgedächtnis; Leistung; Messverfahren; Validität; Psychometrie; Grundschüler; Fragebogen; Test; Smartphone; Empirische Untersuchung; Frankfurt a.M.; Deutschland
Abstract: Rumination and worry are common forms of perseverative cognition in children. Research has started to target perseverative cognitions in the everyday life of children, however, valid measurement instruments reliably capturing rumination and worry in children's daily life are still missing. We conducted two ambulatory assessment studies validating short scales suitable for the measurement of rumination and worry in children's daily life. Results of the first study (N = 110, 8-11 year-olds, 31 days, up to 4 daily measurements) supported a unidimensional structure of the rumination scale. Rumination was associated with negative affect (but not positive affect) on the within- and on the between-person level. On the between-person level, children who ruminated more showed poorer working memory performance. In the second study (N = 84, 8-10 year-olds, 21 days, up to 3 daily measurements), findings of Study 1 were largely replicated. Moreover, we established a unidimensional worry scale in Study 2 reliably capturing worry in children's daily life. Importantly, Study 2 showed that worry and rumination share common variance but can be differentiated in children. On the within-person level, higher levels of worry were associated with higher levels of negative affect and lower levels of positive affect. On the between-person level, worry was associated with higher levels of negative affect and lower working memory performance. Altogether, findings of both studies demonstrated that the short scales had excellent psychometric properties suggesting that they are helpful tools for the assessment of rumination and worry in children's daily life.person level, worry was associated with higher levels of negative affect and lower working memory performance. Altogether, findings of both studies demonstrated that the short scales had excellent psychometric properties suggesting that they are helpful tools for the assessment of rumination and worry in children's daily life. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

The power of everyday peer relatedness in predicting subjective well-being after school transition Schmidt, Andrea; Dirk, Judith; Schmiedek, Florian Zeitschriftenbeitrag | In: Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie | 2021 41619 Endnote: Autor*innen: Schmidt, Andrea; Dirk, Judith; Schmiedek, Florian
Titel: The power of everyday peer relatedness in predicting subjective well-being after school transition
In: Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 52 (2021) 3/4, S. 64-74
DOI: 10.1026/0049-8637/a000220
URL: https://econtent.hogrefe.com/doi/10.1026/0049-8637/a000220
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache: Englisch
Schlagwörter: Gymnasium; Weiterführende Schule; Übergang; Schüler; Wohlbefinden; Peergroup; Soziale Beziehung; Gemeinschaft; Ausgrenzung; Affekt; Emotion; Anpassung; Verhaltensauffälligkeit; Schulangst; Zufriedenheit; Frustration; Forschungsprojekt; Schuljahr 05; Messung; Smartphone; Lehrer; Fragebogen; Datenanalyse; Strukturgleichungsmodell; Mehrebenenanalyse; Hessen; Deutschland
Abstract: Der Übergang an die weiterführende Schule stellt ein kritisches Lebensereignis für viele Kinder dar. Diese Studie untersuchte 108 Kinder (M=10.11 Jahre, SD=0.44) in Deutschland innerhalb der ersten 12 Wochen nach dem Übergang ans Gymnasium. Tägliche Erfüllung und Frustration des Bedürfnisses nach sozialer Zugehörigkeit in die Klassengemeinschaft dienten als Prädiktoren der Verläufe kindlichen Wohlbefindens sowie psychologischer Anpassung/Psychopathologie. Subjektives Wohlbefinden wurde in den Wochen 3 - 4 sowie in Woche 11 des Schuljahres erhoben. Dazwischen berichteten Kinder über 4 Wochen hinweg täglich ihre wahrgenommene soziale Eingebundenheit und Ausgrenzung in der Schule. Lehrkräfte berichteten die psychologische Anpassung/Psychopathologie jedes Kindes in den Wochen 11 - 12. Tägliche soziale Eingebundenheit ging mit einem Anstieg des positiven Affekts von Woche 3/4 zu Woche 11 einher, während tägliche soziale Ausgrenzung Anstiege des negativen Affekts und der Schulangst vorhersagte. Höhere soziale Eingebundenheit hing mit geringeren Lehrkraft-berichteten emotionalen Symptomen und Problemen mit Gleichaltrigen zusammen, während höhere soziale Ausgrenzung stärkere Verhaltensprobleme und Hyperaktivität-Unaufmerksamkeit vorhersagte. (DIPF/Orig.)
Abstract (english): The transition from primary to secondary school represents a challenging life event. This study examined 108 children (age M = 10.11 years, SD = 0.44) in Germany during the first 12 weeks at a new school. Daily satisfaction and frustration of the basic need for relatedness were examined as predictors of subjective well-being versus ill-being and adjustment versus psychopathology. Subjective well-being or ill-being was assessed at weeks 3 - 4 and week 11 of the school year. In between, there was a 4-week period of daily assessments of perceived relatedness satisfaction and frustration. Teachers indicated each child's psychological adjustment or psychopathology (e. g., emotional symptoms) in weeks 11 - 12. Daily relatedness satisfaction was associated with increases in positive affect from weeks 3 - 4 to week 11, while daily relatedness frustration was linked to an increase in negative affect and school anxiety. Furthermore, daily relatedness satisfaction was negatively linked to teacher-reported emotional symptoms and peer problems at weeks 11 - 12, and daily relatedness frustration was positively associated with teacher-reported conduct problems and hyperactivity-inattention. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

Digital phenotyping: Towards replicable findings with comprehensive assessments and integrative […] Ebner‑Priemer, Ulrich W.; Mühlbauer, Esther; Neubauer, Andreas B.; Hill, Holger; Beier, Fabrice; […] Zeitschriftenbeitrag | In: International Journal of Bipolar Disorders | 2020 40733 Endnote: Autor*innen: Ebner‑Priemer, Ulrich W.; Mühlbauer, Esther; Neubauer, Andreas B.; Hill, Holger; Beier, Fabrice; Santangelo, Philip S.; Ritter, Philipp; Kleindienst, Nikolaus; Bauer, Michael; Schmiedek, Florian; Severus, Emanuel
Titel: Digital phenotyping: Towards replicable findings with comprehensive assessments and integrative models in bipolar disorders
In: International Journal of Bipolar Disorders, 8 (2020) , S. 35
DOI: 10.1186/s40345-020-00210-4
URN: urn:nbn:de:0111-dipfdocs-232732
URL: https://journalbipolardisorders.springeropen.com/articles/10.1186/s40345-020-00210-4
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Manisch-depressive Erkrankung; Phänotyp; Smartphone; Nutzung; Symptomatik; Selbsteinschätzung; Tagebuch; Fremdeinschätzung; Experte; Psychopathologie; Prädiktor; Strukturgleichungsmodell; Empirische Untersuchung; Deutschland
Abstract: Background: Digital phenotyping promises to unobtrusively obtaining a continuous and objective input of symptomatology from patients' daily lives. The prime example are bipolar disorders, as smartphone parameters directly reflect bipolar symptomatology. Empirical studies, however, have yielded inconsistent findings. We believe that three main shortcomings have to be addressed to fully leverage the potential of digital phenotyping: short assessment periods, rare outcome assessments, and an extreme fragmentation of parameters without an integrative analytical strategy. Methods: To demonstrate how to overcome these shortcomings, we conducted frequent (biweekly) dimensional and categorical expert ratings and daily self-ratings over an extensive assessment period (12 months) in 29 patients with bipolar disorder. Digital phenotypes were monitored continuously. As an integrative analytical strategy, we used structural equation modelling to build latent psychopathological outcomes (mania, depression) and latent digital phenotype predictors (sleep, activity, communicativeness). Outcomes: Combining gold-standard categorical expert ratings with dimensional self and expert ratings resulted in two latent outcomes (mania and depression) with statistically meaningful factor loadings that dynamically varied over 299 days. Latent digital phenotypes of sleep and activity were associated with same-day latent manic psychopathology, suggesting that psychopathological alterations in bipolar disorders relate to domains (latent variables of sleep and activity) and not only to specific behaviors (such as the number of declined incoming calls). The identification of latent psychopathological outcomes that dimensionally vary on a daily basis will enable to empirically determine which combination of digital phenotypes at which days prior to an upcoming episode are viable as digital prodromal predictors. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

Highs and lows. Genetic susceptibility to daily events Sicorello, Maurizio; Dieckmann, Linda; Moser, Dirk; Lux, Vanessa; Luhmann, Maike; […] Zeitschriftenbeitrag | In: PLoS ONE | 2020 40505 Endnote: Autor*innen: Sicorello, Maurizio; Dieckmann, Linda; Moser, Dirk; Lux, Vanessa; Luhmann, Maike; Neubauer, Andreas B.; Schlotz, Wolff; Kumsta, Robert
Titel: Highs and lows. Genetic susceptibility to daily events
In: PLoS ONE, (2020) 15, S. e0237001
DOI: 10.1371/journal.pone.0237001
URN: urn:nbn:de:0111-dipfdocs-232683
URL: https://nbn-resolving.org/urn:nbn:de:0111-dipfdocs-232683
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Person; Gen; Serotonin; Einflussfaktor; Umgebung; Ereignis; Emotionaler Zustand; Belastung; Verhaltensgenetik; Smartphone; Online; Befragung; Bochum; Deutschland
Abstract (english): Why people differ in their susceptibility to external events is essential to our understanding of personality, human development, and mental disorders. Genes explain a substantial portion of these differences. Specifically, genes influencing the serotonin system are hypothesized to be differential susceptibility factors, determining a person's reactivity to both positive and negative environments. We tested whether genetic variation in the serotonin transporter (5-HTTLPR) is a differential susceptibility factor for daily events. Participants (N = 326, 77% female, mean age = 25, range = 17-36) completed smartphone questionnaires four times a day over four to five days, measuring stressors, uplifts, positive and negative affect. Affect was predicted from environment valence in the previous hour on a within-person level using three-level autoregressive linear mixed models. The 5-HTTLPR fulfilled all criteria of a differential susceptibility factor: Positive affect in carriers of the short allele (S) was less reactive to both uplifts and stressors, compared to homozygous carriers of the long allele (L/L). This pattern might reflect relative affective inflexibility in S-allele carriers. Our study provides insight into the serotonin system's general role in susceptibility and highlights the need to assess the whole spectrum of naturalistic experiences.
DIPF-Abteilung: Bildung und Entwicklung

Variability in the precision of children's spatial working memory Galeano Weber, Elena M.; Dirk, Judith; Schmiedek, Florian Zeitschriftenbeitrag | In: Journal of Intelligence | 2018 38229 Endnote: Autor*innen: Galeano Weber, Elena M.; Dirk, Judith; Schmiedek, Florian
Titel: Variability in the precision of children's spatial working memory
In: Journal of Intelligence, 6 (2018) 1, S. 8
DOI: 10.3390/jintelligence6010008
URL: http://www.mdpi.com/2079-3200/6/1/8
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Schüler; Arbeitsgedächtnis; Raumvorstellung; Leistung; Kognitive Entwicklung; Aufgabe; Smartphone; Schuljahr 03; Schuljahr 04; Datenanalyse; Empirische Untersuchung; Frankfurt a.M.
Abstract (english): Cognitive modeling studies in adults have established that visual working memory (WM) capacity depends on the representational precision, as well as its variability from moment to moment. By contrast, visuospatial WM performance in children has been typically indexed by response accuracy-a binary measure that provides less information about precision with which items are stored. Here, we aimed at identifying whether and how children's WM performance depends on the spatial precision and its variability over time in real-world contexts. Using smartphones, 110 Grade 3 and Grade 4 students performed a spatial WM updating task three times a day in school and at home for four weeks. Measures of spatial precision (i.e. Euclidean distance between presented and reported location) were used for hierarchical modeling to estimate variability of spatial precision across different time scales. Results demonstrated considerable within-person variability in spatial precision across items within trials, from trial to trial and from occasion to occasion within days and from day to day. In particular, item-to-item variability was systematically increased with memory load and lowered with higher grade. Further, children with higher precision variability across items scored lower in measures of fluid intelligence. These findings emphasize the important role of transient changes in spatial precision for the development of WM. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

Exploring need dynamics within and across days in everyday life. A three-level analysis Neubauer, Andreas B.; Voss, Andreas; Ditzen, Beate Zeitschriftenbeitrag | In: Journal of Research in Personality | 2018 38688 Endnote: Autor*innen: Neubauer, Andreas B.; Voss, Andreas; Ditzen, Beate
Titel: Exploring need dynamics within and across days in everyday life. A three-level analysis
In: Journal of Research in Personality, 77 (2018) , S. 101-112
DOI: 10.1016/j.jrp.2018.10.001
URN: urn:nbn:de:0111-dipfdocs-167961
URL: http://www.dipfdocs.de/volltexte/2020/16796/pdf/Neubauer_2018_Exploring_need_dynamics_A.pdf
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Psychologie; Bedürfnis; Autonomie; Kompetenz; Beziehung; Motivation; Entwicklung; Alltag; Student; Befragung; Smartphone; Messverfahren; Mehrebenenanalyse; Empirische Untersuchung
Abstract (english): People experience frustration of their basic psychological needs (autonomy, competence, relatedness) in daily life, but does this frustration trigger motivation to restore this need and, in turn, to attain need satisfaction? The present study explored the temporal dynamics of need dissatisfaction, motivation, and satisfaction in an ecological momentary assessment (N=58; ten daily assessments of need satisfaction, dissatisfaction and motivation for five days). While need dissatisfaction did not predict need motivation overall, need motivation predicted need satisfaction within a day for competence, and across days for relatedness. Potential explanations for this pattern of results are discussed. Findings emphasize the importance of specifying the time frame over which dynamic effects evolve and acknowledging differences between the needs. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

Variability in children's working memory is coupled with perceived disturbance. An ambulatory […] Dirk, Judith; Schmiedek, Florian Zeitschriftenbeitrag | In: Research in Human Development | 2017 37726 Endnote: Autor*innen: Dirk, Judith; Schmiedek, Florian
Titel: Variability in children's working memory is coupled with perceived disturbance. An ambulatory assessment study in the school and out-of-school context
In: Research in Human Development, 14 (2017) 3, S. 200-218
DOI: 10.1080/15427609.2017.1340051
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Kind; Kognitive Prozesse; Leistung; Arbeitsgedächtnis; Lärm; Beeinflussung; Wahrnehmung; Veränderung; Schule; Freizeit; Schuljahr 03; Schuljahr 04; Smartphone; Aufgabe; Messung; Längsschnittuntersuchung; Empirische Untersuchung
Abstract: The detrimental effect of noise on cognitive performance particularly for younger children has been repeatedly demonstrated in numerous experimental and few field studies. We examined whether children's daily working memory (WM) performance is affected by daily perceived disturbance in the school and out-of-school context. In an ambulatory assessment study, 110 third and fourth grade students completed WM tasks and reported on their perceived disturbance on smartphones three times daily in and out of school for four weeks. Disturbance varied systematically within children and increased levels of disturbance were associated with decreased WM performance, independent of context. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

Fluctuations in elementary school children's working memory performance in the school context Dirk, Judith; Schmiedek, Florian Zeitschriftenbeitrag | In: Journal of Educational Psychology | 2016 35728 Endnote: Autor*innen: Dirk, Judith; Schmiedek, Florian
Titel: Fluctuations in elementary school children's working memory performance in the school context
In: Journal of Educational Psychology, 108 (2016) 5, S. 722-739
DOI: 10.1037/edu0000076
URN: urn:nbn:de:0111-pedocs-169471
URL: http://nbn-resolving.org/urn:nbn:de:0111-pedocs-169471
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Arbeitsgedächtnis; Deutschland; Grundschüler; Kognition; Kognitionspsychologie; Längsschnittuntersuchung; Leistungsmessung; Schulerfolg; Schülerleistung; Schuljahr 03; Schuljahr 04; Smartphone; Veränderung; Wohlbefinden
Abstract: Children experience good and bad days in their performance. Although this phenomenon is well-known to teachers, parents, and students it has not been investigated empirically. We examined whether children's working memory performance varies systematically from day to day and to which extent fluctuations at faster timescales (i.e., occasions, moments) contribute to daily WM fluctuations in the school context. In an ambulatory assessment study, Grade 3 and Grade 4 students (8 to 11 years old; N ! 110) completed WM tasks on smartphones 3 times a day in school and at home for 4 weeks. Results showed substantial within-person fluctuations in children's daily WM performance. Across task conditions, day-to-day, occasion-to-occasion, and moment-to-moment variability accounted for roughly the same extent of observed day-to-day variability with large individual differences in the amount of reliable fluctuations at the different timescales. Grade 3 students were more variable than were Grade 4 students at the faster timescales, more variable WM performance at all timescales was related to lower school achievement, and more day-to-day variability was associated with lower fluid intelligence. These findings build the foundation for research on the antecedents and consequences of children's fluctuating cognitive resources. Theories about cognitive development and learning should consider performance fluctuations across and within days to understand the processes underlying long-term changes. Educational practice may be informed by the substantial WM fluctuations at all timescales and adopt interventions that increase children's attentional focus and self-regulation. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung