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If-then plans benefit delay of gratification performance in children with and without ADHD
Gawrilow, Caterina; Gollwitzer, Peter M.; Oettingen, Gabriele
Zeitschriftenbeitrag
| In: Cognitive Therapy and Research | 2011
31959 Endnote
Autor*innen:
Gawrilow, Caterina; Gollwitzer, Peter M.; Oettingen, Gabriele
Titel:
If-then plans benefit delay of gratification performance in children with and without ADHD
In:
Cognitive Therapy and Research, 35 (2011) 5, S. 442-455
DOI:
10.1007/s10608-010-9309-z
URL:
http://dx.doi.org/10.1007/s10608-010-9309-z
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Aufmerksamkeits-Defizit- Hyperaktivitäts-Störung; Belohnungsaufschub; Experimentelle Untersuchung; Kind; Planung; Selbstregulation; Therapie; Verhaltenstraining
Abstract (english):
Children with impulse control deficits (i.e., children with ADHD) are known to have special problems with delaying gratifications. As making if-then plans (i.e., forming implementation intentions) has been found to benefit self-control even in individuals whose action control is chronically hampered (e.g., critical samples such as patients with frontal lobe damage, the elderly), we analyzed whether delay of gratification is facilitated in children with and without ADHD who have formed respective implementation intentions. In Study 1, forty-five inpatient children with ADHD (M age = 10.7 years) increased delay of gratification performance after having formed respective implementation intentions. Study 2 replicated this finding in an outpatient sample of children with ADHD (n = 47, M age = 10.3 years) and also in a comparison group of children without ADHD (n = 40, M age = 11.3 years). Results are discussed with respect to their implications for action control in children with ADHD as well as research on implementation intentions and delay of gratification.
DIPF-Abteilung:
Bildung und Entwicklung
If-then plans benefit executive functions in children with ADHD
Gawrilow, Caterina; Gollwitzer, Peter; Oettingen, Gabriele
Zeitschriftenbeitrag
| In: Journal of Social and Clinical Psychology | 2011
31780 Endnote
Autor*innen:
Gawrilow, Caterina; Gollwitzer, Peter; Oettingen, Gabriele
Titel:
If-then plans benefit executive functions in children with ADHD
In:
Journal of Social and Clinical Psychology, 30 (2011) 6, S. 616-646
DOI:
10.1521/jscp.2011.30.6.616
URL:
http://dx.doi.org/10.1521/jscp.2011.30.6.616
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Experimentelle Untersuchung; Kind; Therapie; Verhaltenstraining
Abstract (english):
Children with ADHD encounter multiple academic and interpersonal problems presumably due to insufficient executive functions. In two studies we measured executive functions (i.e., shifting, resistance to distraction) and assessed whether children with ADHD can empower these functions by forming implementation intentions (i.e., if-then plans; Gollwitzer, 1999). Children with ADHD made fewer perseverative errors on a shifting task (Study 1) when instructed to make if-then plans. They also benefited from if-then plans in solving math problems that required both working memory and the inhibition of distractions (Study 2). Results concerning implications for research on if-then planning in children with ADHD are discussed.
DIPF-Abteilung:
Bildung und Entwicklung
Multitasking in adults with ADHD
Gawrilow, Caterina; Merkt, Julia; Goossens Merkt, Heinrich; Bodenburg, Sebastian; Wendt, Mike
Zeitschriftenbeitrag
| In: Attention Deficit and Hyperactivity Disorders | 2011
31958 Endnote
Autor*innen:
Gawrilow, Caterina; Merkt, Julia; Goossens Merkt, Heinrich; Bodenburg, Sebastian; Wendt, Mike
Titel:
Multitasking in adults with ADHD
In:
Attention Deficit and Hyperactivity Disorders, 3 (2011) 3, S. 253-264
DOI:
10.1007/s12402-011-0056-0
URL:
http://dx.doi.org/10.1007/s12402-011-0056-0
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Aufmerksamkeits-Hyperaktivitäts-Defizit-Störung; Erwachsener; Experimentelle Untersuchung; Kognitive Prozesse; Leistungsfähigkeit; Motivation; Stimmung; Testaufgabe
Abstract (english):
Adults with ADHD have problems in everyday multitasking situations presumably because of deficits in executive functions. The present study aims to find out (a) whether adults with ADHD show deficient multitasking performance in a standardized task, (b) how they perceive the multitasking situation, and (c) which task structure might be beneficial for them as compared with adults without ADHD. Therefore, we experimentally compared task performance, mood, and motivation in a group of 45 men with ADHD (M-age = 34.47, SD = 9.95) with a comparison group of 42 men without ADHD (M-age = 31.12, SD = 10.59) in three conditions: (a) a multitasking paradigm, (b) an interleaving condition in which tasks had to be performed without planning or monitoring, and (c) a non-interleaving condition. Our results showed no impaired multitasking performance in adults with ADHD. However, they showed better mood and more motivation in the non-interleaving condition.
DIPF-Abteilung:
Bildung und Entwicklung
Adaptive Lerngelegenheiten in der Grundschule: Merkmale, methodisch-didaktische […]
Hardy, Ilonca; Hertel, Silke; Kunter, Mareike; Klieme, Eckhard; Warwas, Jasmin; Büttner, Gerhard; […]
Zeitschriftenbeitrag
| In: Zeitschrift für Pädagogik | 2011
31908 Endnote
Autor*innen:
Hardy, Ilonca; Hertel, Silke; Kunter, Mareike; Klieme, Eckhard; Warwas, Jasmin; Büttner, Gerhard; Lühken, Arnim
Titel:
Adaptive Lerngelegenheiten in der Grundschule: Merkmale, methodisch-didaktische Schwerpunktsetzungen und erforderliche Lehrerkompetenzen
In:
Zeitschrift für Pädagogik, 57 (2011) 6, S. 819-833
URN:
urn:nbn:de:0111-opus-87835
URL:
https://www.pedocs.de/frontdoor.php?source_opus=8783
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Deutsch
Schlagwörter:
Anpassung; Differenzierender Unterricht; Experimentelle Untersuchung; Fachdidaktik; Fachwissen; Forschungsprojekt; Grundschule; Kompetenz; Konstruktivismus; Kooperatives Lernen; Lehrer; Lehrerfortbildung; Lernbedingungen; Lerngruppe; Lernvoraussetzungen; Methodik; Naturwissenschaftlicher Unterricht; Sachunterricht; Schüler; Schuljahr 03; Unterrichtsmethode
Abstract:
In der Grundschulpädagogik nimmt der produktive Umgang mit heterogenen Lernvoraussetzungen der Schüler einen hohen Stellenwert ein, wobei das Erreichen von überdurchschnittlicher Leistungsentwicklung bei gleichzeitiger Reduktion von Leistungsdivergenz als zentrales Ziel angesehen werden kann. Der Beitrag befasst sich systematisch mit den Merkmalen eines auf Adaptivität ausgerichteten Unterrichts, wobei sozial-konstruktivistische Lerntheorien zugrunde gelegt werden. Mit dem Projekt IGEL wird eine Interventionsstudie im Sachunterricht der Grundschule vorgestellt, die evidenzbasiertes Entscheidungswissen zur Gestaltung von Lerngelegenheiten generieren soll.
Abstract (english):
In elementary school pedagogics, a productive approach to students heterogeneous learning preconditions is considered to be of great importance; here, attaining an above-average achievement while simultaneously reducing achievement divergence is considered the crucial aim. Based on socio-constructivist theories of learning, the present contribution systematically examines the characteristics of an adaptive form of instruction. With the project IGEL, the authors present an intervention study carried out in elementary school science instruction which is meant to generate evidence-based knowledge on the organization of learning opportunities.
DIPF-Abteilung:
Bildungsqualität und Evaluation
Reduced sensory oscillatory activity during rapid auditory processing as a correlate of […]
Heim, Sabine; Friedman, Jennifer Thomas; Keil, Andreas; Benasich, April A.
Zeitschriftenbeitrag
| In: Journal of Neurolinguistics | 2011
31974 Endnote
Autor*innen:
Heim, Sabine; Friedman, Jennifer Thomas; Keil, Andreas; Benasich, April A.
Titel:
Reduced sensory oscillatory activity during rapid auditory processing as a correlate of language-learning impairment
In:
Journal of Neurolinguistics, 24 (2011) 5, S. 538-555
DOI:
10.1016/j.jneuroling.2010.09.006
URL:
http://dx.doi.org/10.1016/j.jneuroling.2010.09.006
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Entwicklungsstörung; Experimentelle Untersuchung; Gehirn; Hören; Informationsverarbeitung; Kind; Kognitive Prozesse; Linguistik; Neurowissenschaften; Sinneseindruck; Sprachentwicklung; Spracherkennung; USA
Abstract (english):
Successful language acquisition has been hypothesized to involve the ability to integrate rapidly presented, brief acoustic cues in sensory cortex. A body of work has suggested that this ability is compromised in language-learning impairment (LLI). The present research aimed to examine sensory integration during rapid auditory processing by means of electrophysiological measures of oscillatory brain activity using data from a larger longitudinal study. Twenty-nine children with LLI and control participants with typical language development (n = 18) listened to tone doublets presented at a temporal interval that is essential for accurate speech processing (70-ms interstimulus interval). The children performed a deviant (pitch change of second tone) detection task, or listened passively. The electroencephalogram was recorded from 64 electrodes. Data were source-projected to the auditory cortices and submitted to wavelet analysis, resulting in time-frequency representations of electrocortical activity. Results show significantly reduced amplitude and phase-locking of early (45 75 ms) oscillations in the gamma-band range (29 52 Hz), specifically in the LLI group, for the second stimulus of the tone doublet. This suggests altered temporal organization of sensory oscillatory activity in LLI when processing rapid sequences.
DIPF-Abteilung:
Bildung und Entwicklung
Competition for cognitive resources during rapid serial processing. changes across childhood
Heim, Sabine; Wirth, Nadine; Keil, Andreas
Zeitschriftenbeitrag
| In: Frontiers in Psychology | 2011
32003 Endnote
Autor*innen:
Heim, Sabine; Wirth, Nadine; Keil, Andreas
Titel:
Competition for cognitive resources during rapid serial processing. changes across childhood
In:
Frontiers in Psychology, 2 (2011) 9
DOI:
10.3389/fpsyg.2011.00009
URL:
http://www.frontiersin.org/developmental_psychology/10.3389/fpsyg.2011.00009/full
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Aufmerksamkeit; Deutschland; Experimentelle Untersuchung; Informationsverarbeitung; Kind; Kindheit; Kognitive Entwicklung; Kognitive Prozesse; Messung; Testverfahren; Veränderung; Visuelle Wahrnehmung
Abstract (english):
The ability to direct cognitive resources to target objects despite distraction by competing information plays an important role for the development of mental aptitudes and skills. We examined developmental changes of this ability in a cross-sectional design, using the attentional blink (AB) paradigm. The AB is a pronounced impairment of T2 report, which occurs when a first (T1) and second target (T2) embedded in a rapid stimulus sequence are separated by at least one distractor and occur within 500 ms of each other. Two groups of children (6- to 7-year-olds and 10- to 11-year-olds; ns = 21 and 24, respectively) were asked to identify green targets in two AB tasks: one using non-linguistic symbols and the other letters or words. The temporal distance or stimulus-onset asynchrony (SOA) between T1 and T2 varied between no intervening distractor (Lag 1, 116-ms SOA) and up to 7 intervening distractors (Lag 8, 928-ms SOA). In the symbol task, younger children linearly increased T2 identification with increasing lag. Older children, however, displayed a hook-shaped pattern as typically seen in adults, with lowest identification reports in T2 symbols at the critical blink interval (Lag 2, 232-ms SOA), and a slight performance gain for the Lag 1 condition. In the verbal task, the older group again exhibited a prominent drop in T2 identification at Lag 2, whereas the younger group showed a more alleviated and temporally diffuse AB impairment. Taken together, this pattern of results suggests that the control of attention allocation and/or working memory consolidation of targets among distractors represents a cognitive skill that emerges during primary school age.
DIPF-Abteilung:
Bildung und Entwicklung
Response retrieval and negative priming: Encoding and retrieval specific effects
Ihrke, Matthias; Behrendt, Jörg; Schrobsdorff, Hecke; Herrmann, Michael; Hasselhorn, Marcus
Zeitschriftenbeitrag
| In: Experimental Psychology | 2011
32304 Endnote
Autor*innen:
Ihrke, Matthias; Behrendt, Jörg; Schrobsdorff, Hecke; Herrmann, Michael; Hasselhorn, Marcus
Titel:
Response retrieval and negative priming: Encoding and retrieval specific effects
In:
Experimental Psychology, 58 (2011) 2, S. 154-161
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Arbeitsgedächtnis; Aufmerksamkeit; Auswahl; Erkennen; Experimentelle Untersuchung; Kognitive Prozesse; Neurowissenschaften; Psychologische Forschung; Test; Visuelle Wahrnehmung
Abstract:
In a recent debate concerning the origin of the negative priming (NP) effect, evidence for the involvement of retrieval processes during the prime episode has accumulated. Rothermund, Wentura, and De Houwer (2005) explain the effect as a product of a conflict between retrieved and current response. Since specific properties of the involved encoding and retrieval mechanisms were not investigated so far, we extend the response-retrieval framework by asking if encoding during prime processing and retrieval-specific processes during probe processing have a modulating influence on the priming effects. In an overlapping-picture task experiment with an explicit variation of the role of the objects in prime and probe, we reproduce the response-retrieval-specific Response-retrieval × Priming interaction but find a modulation caused by the role of the repeated object in the probe trial. This modulation manifests in a vanishing interaction when the repeated object is a distractor in the probe. We interpret these findings in support of the response-retrieval theory of NP and conclude that the retrieval mechanism is more flexible than previously believed since it is sensitive to relevance of the repeated object regarding the experimental task.
DIPF-Abteilung:
Bildung und Entwicklung
Micro and macro pattern analyses of FMRI data support both early and late interaction of numerical […]
Koten, Jan Willem; Lonnemann, Jan; Willmes, Klaus; Knops, André
Zeitschriftenbeitrag
| In: Frontiers in Human Neuroscience | 2011
32096 Endnote
Autor*innen:
Koten, Jan Willem; Lonnemann, Jan; Willmes, Klaus; Knops, André
Titel:
Micro and macro pattern analyses of FMRI data support both early and late interaction of numerical and spatial information
In:
Frontiers in Human Neuroscience, (2011) , S. 5:115
DOI:
10.3389/fnhum.2011.00115/full
URL:
https://www.frontiersin.org/articles/10.3389/fnhum.2011.00115/full
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Clusteranalyse; Experimentelle Untersuchung; Hirnforschung; Kognitive Prozesse; Neuropsychologie; Raumvorstellung; Visuelle Wahrnehmung; Zahlensystem
Abstract (english):
Numbers and space are two semantic primitives that interact with each other. Both recruit brain regions along the dorsal pathway, notably parietal cortex. This makes parietal cor- tex a candidate for the origin of numerical spatial interaction. The underlying cognitive architecture of the interaction is still under scrutiny. Two classes of explanations can be dis- tinguished. The early interaction approach assumes that numerical and spatial information are integrated into a single representation at a semantic level. A second approach pos- tulates independent semantic representations. Only at the stage of response selection and preparation these two streams interact. In this study we used a numerical landmark task to identify the locus of the interaction between numbers and space. While lying in an MR scanner participants decided on the smaller of two numerical intervals in a visually presented number triplet. The spatial position of the middle number was varied; hence spatial intervals were congruent or incongruent with the numerical intervals. Responses in incongruent trials were slower and less accurate than in congruent trials. By combining across-vertex correlations (micro pattern) with a cluster analysis (macro pattern) we identi- fied large-scale networks that were devoted to number processing, eye movements, and sensory motor functions. Using support vector classification in different regions of inter- est along the intraparietal sulcus, the frontal eye fields, and supplementary motor area we were able to distinguish between congruent and incongruent trials in each of the networks. We suggest that the identified networks participate in the integration of numerical and spa- tial information and that the exclusive assumption of either an early or a late interaction between numerical and spatial information does not do justice to the complex interaction between both dimensions.
DIPF-Abteilung:
Bildung und Entwicklung
Functional deficits in phonological working memory in children with intellectual disabilities
Schuchardt, Kirsten; Mähler, Claudia; Hasselhorn, Marcus
Zeitschriftenbeitrag
| In: Research in Developmental Disabilities | 2011
31880 Endnote
Autor*innen:
Schuchardt, Kirsten; Mähler, Claudia; Hasselhorn, Marcus
Titel:
Functional deficits in phonological working memory in children with intellectual disabilities
In:
Research in Developmental Disabilities, 32 (2011) , S. 1934-1940
DOI:
10.1016/j.ridd.2011.03.022
URL:
http://dx.doi.org/10.1016/j.ridd.2011.03.022
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Arbeitsgedächtnis; Experimentelle Untersuchung; Geistig behindertes Kind; Informationsverarbeitung; Kognitive Prozesse; Leistungsfähigkeit; Phonologie
Abstract:
Recent studies indicate that children with intellectual disabilities have functional limitations primarily in the phonological loop of working memory (Baddeley, 1986). These findings are indicative of a specific structural deficit. Building on this research, the present study examines whether it is possible to identify specific phonological subfunctions as causal factors in these qualitative deviations from typical development found in children with intellectual disabilities. In a three-group design, specific subfunctions of phonological working memory were examined in students of the same mental age (one group of 15-year-olds with mild intellectual disability [IQ 50-69], one group of 10-year-olds with borderline intellectual disability [IQ 70-84], and one group of 7-year-olds of average intelligence [IQ 85-115]. The automatic activation of the subvocal rehearsal process was operationalized by the word-length effect; the size of the phonological store, by a task involving repetition of nonwords of differing syllable length; and accuracy of processing, by both the phonological similarity effect and the quality of acoustic presentation of the nonword repetition task (distorted vs. undistorted item presentation). The results revealed impairment of the phonological store only in terms of reduced storage capacity, and showed that this deficit increased with length of the item sequences to be remembered. However, this deficit was observed only in children with mild intellectual disability; the performance of children with borderline intellectual disability corresponded with that of a control group of 7-year-olds matched for mental age. The findings are discussed in the context of the two-component model of the phonological loop. They indicate that deficits in storage capacity are associated with deficits in language development and thus seem to be one of the causes of cognitive impairment in individuals with mild intellectual disability.
DIPF-Abteilung:
Bildung und Entwicklung
Zeigen Kinder mit schulischen Minderleistungen sozio-emotionale Auffälligkeiten?
Fischbach, Anne; Schuchardt, Kirsten; Mähler, Claudia; Hasselhorn, Marcus
Zeitschriftenbeitrag
| In: Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie | 2010
30346 Endnote
Autor*innen:
Fischbach, Anne; Schuchardt, Kirsten; Mähler, Claudia; Hasselhorn, Marcus
Titel:
Zeigen Kinder mit schulischen Minderleistungen sozio-emotionale Auffälligkeiten?
In:
Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 42 (2010) 4, S. 201-210
DOI:
10.1026/0049-8637/a000025
URL:
http://dx.doi.org/10.1026/0049-8637/a000025
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Deutsch
Schlagwörter:
Deutschland; Emotionale Entwicklung; Experimentelle Untersuchung; Fragebogen; Grundschule; Intelligenztest; Kind; Legasthenie; Leistungsschwäche; Lernstörung; Rechenschwäche; Soziales Verhalten; Verhaltensauffälligkeit
Abstract:
Die vorliegende Studie geht der Frage nach, ob Kinder mit Minderleistungen im Lesen, Rechtschreiben und/oder Rechnen von sozio- emotionalen Auffälligkeiten betroffen sind. Dabei wird unterschieden, ob bei diesen Kindern eine Lernstörung (diagnostiziert nach ICD 10, F81, Umschriebene Entwicklungsstörung schulischer Fertigkeiten) oder eine Lernschwäche vorliegt. Die Lernschwäche unterscheidet sich von der Lernstörung nur darin, dass das für umschriebene Entwicklungsstörungen schulischer Fertigkeiten erforderliche Diskrepanzkriterium zwischen Schulleistung und Intelligenz nicht erfüllt wird. Die Daten von 317 untersuchten Grundschulkindern mit schulischen Minderleistungen zeigen, dass bei Kindern mit einer diagnostizierten Lernstörung als auch mit Lernschwächen Auffälligkeiten im sozio-emotionalen Bereich vorliegen. Dabei ist es unerheblich, ob die Lernschwierigkeiten in der Schriftsprache oder im Rechnen bestehen. Bedeutsam stärker sind jedoch Kinder betroffen, die in der Schriftsprache als auch im Rechnen kombinierte Lernschwierigkeiten haben. Bei den kombinierten Lernschwierigkeiten zeigt sich zudem, dass Lernstörungen im Vergleich zu Lernschwächen verstärkt mit behavioralen und sozialen Problemen sowie Aufmerksamkeitsdefiziten einhergehen. ( DIPF/Orig.)
Abstract (english):
The aim of this study is to explore whether children with poor achievement in reading, orthography, and/or mathematics have social-emotional problems. Poor achievers can be separated into those with learning disabilities (in terms of ICD-10, F81, Specific developmental disorders of scholastic skills) and those with so-called "learning difficulties". Those difficulties differ just in one respect from learning disabilities: the defined discrepancy between the impaired scholastic performance and intelligence is not met. The results of 317 primary school students show that poor achievement increases the risk for certain social-emotional problems, irrespective of whether the achievement problems are related to literacy or mathematics. However, children with combined impairments in both scholastic areas were found to be more seriously affected by social-emotional problems than children with achievement problems in only one area. Furthermore, the results of children with combined impairments indicate that learning disabilities are associated with more pronounced behavioral, social, and attentional impairments than are learning difficulties. (DIPF/Orig.)
DIPF-Abteilung:
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