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Autor*innen: Dorbath, Lara; Hasselhorn, Marcus; Titz, Cora
Titel: Aging and executive functioning. A training study on focus-switching
In: Frontiers in Psychology, 2 (2011) , S. 1-12
DOI: 10.3389/fpsyg.2011.00257
URL: http://www.frontiersin.org/cognition/10.3389/fpsyg.2011.00257/full
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Alter; Altern; Arbeitsgedächtnis; Einflussfaktor; Informationsverarbeitung; Kognitive Prozesse; Psychologische Forschung; Reaktion; Testdurchführung; Training; Unterschied; Veränderung; Wirkung
Abstract (english): Many studies suggest that age differences in a variety of cognitive tasks are due to age-related changes in executive control processes. However, not all executive control processes seem to be age-sensitive. Recently, Verhaeghen and colleagues (e.g., Verhaeghen et al. 2005) described dissociable age effects in an executive control process responsible for the switching of representations between different functional units of working memory. This so called focus-switching process has two components: (1) the switching of representations from an activated part of long-term memory into a region of immediate access (focus of attention) and (2) the maintenance of representations outside the focus of attention. Age-related deficits occurred in maintaining representations outside the focus of attention, but were absent in switching representations into and out of the focus of attention (e.g., Dorbath and Titz 2011). In the present study we applied a training approach to examine age-related differences in the trainability of maintenance and switching. We investigated 85 younger (age 19-35, M=24.07, SD=3.79) and 91 older (age 59-80, M=66.27, SD=4.75) adults using a continuous counting task in a pretest-training-posttest design. The participants were assigned to one of four training conditions differing in the demand to switch or to maintain. The results suggest the influence of training in both components of focus-switching for both, younger and older adults. However, age differences in the amount of training gains were observed. With respect to maintenance the results indicate a compensatory effect of training for older adults who improved their performance to the level of younger adults. With respect to switching, younger adults benefitted more from training than older adults. Trainability is thus reduced in older adults with respect to switching, but not for maintenance.
DIPF-Abteilung: Bildung und Entwicklung
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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
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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
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Autor*innen: Klieme, Eckhard; Warwas, Jasmin
Titel: Konzepte der Individuellen Förderung
In: Zeitschrift für Pädagogik, 57 (2011) 6, S. 805-818
URN: urn:nbn:de:0111-opus-87822
URL: http://www.pedocs.de/volltexte/2014/8782/pdf/ZfPaed_6_2011_Klieme_Warwas_Konzepte_der_individuellen_Foerderung.pdf
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Deutsch
Schlagwörter: Binnendifferenzierung; Definition; Diagnostik; Differenzierender Unterricht; Empirische Forschung; Förderung; Individualisierung; Kompetenz; Konzeption; Lehrer; Lernvoraussetzungen; Schüler; Selbstgesteuertes Lernen; Selbstregulation; Training; Unterrichtsmethode
Abstract: "Individuelle Förderung" wird hier als erzieherisches Handeln unter konsequenter Berücksichtigung personaler Lern- und Bildungsvoraussetzungen definiert. Der Begriff ist im vergangenen Jahrzehnt zu einem zentralen Topos des öffentlichen Bildungsdiskurses in Deutschland geworden, in der wissenschaftlichen Literatur jedoch vergleichsweise selten zu finden, weil er ein eigentlich selbstverständliches Merkmal pädagogischen Handelns beschreibt. Der Beitrag arbeitet den erziehungswissenschaftlichen und bildungspolitischen Diskurs zum Thema auf. Daran anknüpfend werden Varianten eines pädagogischen Vewrständnisses von individueller Förderung vorgestellt, die zumeist unter anderen Begriffen diskutiert werden, sowie empirische Befunde zur Wirksamkeit der Varianten angeführt. Abschließend werden die der individuellen Förderung zugrunde liegenden Wirkmechanismen beschrieben und Perspektiven für die pädagogische Praxis sowie die erziehungswissenschaftliche und psychologische Forschung zu individueller Förderung aufgezeigt.
Abstract (english): "Individual fostering" is defined as educative action consistently taking into consideration individual preconditions of learning and education. In the past decade, the term has become a central topic in the public debate on education. In the scientific literature, however, it surfaces by far less frequently because it describes a feature of pedagogical action which is more or less self-evident. The authors analyze the educational and political discourse on the topic, and subsequently outline different variants of a pedagogical concept of individual fostering, mostly discussed under different labels, as well as empirical findings regarding the efficiency of these variants. Finally, the mechanisms underlying effective individual fostering are described, and perspectives for the pedagogical practice and for educational and psychological research on individual support are outlined.
DIPF-Abteilung: Bildungsqualität und Evaluation
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Autor*innen: Kühn, Simone; Schmiedek, Florian; Schott, Björn; Ratcliff, Roger; Heinze, Hans-Jochen; Düzel, Emrah; Lindenberger, Ulman; Lövdén, Martin
Titel: Brain areas consistently linked to individual
differences in perceptual decision-making in
younger as well as older adults before
and after training
In: Journal of Cognitive Neuroscience, 23 (2011) 9, S. 2147-2158
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Alter; Entscheidung; Erwachsener; Gehirn; Kognitive Prozesse; Leistung; Modell; Neurowissenschaften; Test; Training; Unterschied; Wahrnehmung
Abstract: Perceptual decision-making performance depends on several
cognitive and neural processes. Here, we fit Ratcliff s diffusion
model to accuracy data and reaction-time distributions from
one numerical and one verbal two-choice perceptual-decision
task to deconstruct these performance measures into the rate
of evidence accumulation (i.e., drift rate), response criterion setting
(i.e., boundary separation), and peripheral aspects of performance
(i.e., nondecision time). These theoretical processes
are then related to individual differences in brain activation by
means of multiple regression. The sample consisted of 24 younger
and 15 older adults performing the task in fMRI before and after
100 daily 1-hr behavioral training sessions in a multitude of
cognitive tasks. Results showed that individual differences in
boundary separation were related to striatal activity, whereas differences
in drift rate were related to activity in the inferior parietal
lobe. These associations were not significantly modified by
adult age or perceptual expertise. We conclude that the striatum
is involved in regulating response thresholds, whereas the inferior
parietal lobe might represent decision-making evidence
related to letters and numbers.
DIPF-Abteilung: Bildung und Entwicklung
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Autor*innen: Schmiedek, Florian; Bauer, Colin; Lövdén, Martin; Brose, Annette; Lindenberger, Ulman
Titel: Förderung kognitiver Aktivität im Alter: Internet-basierte Trainingsprogramme
Aus: Lindenberger, Ulman; Nehmer, Jürgen; Steinhagen-Thiessen, Elisabeth; Delius, Julia M.; Schellenbach; Michael (Hrsg.): Altern und Technik, Stuttgart: Wissenschaftliche Verlagsgesellschaft, 2011 (Altern in Deutschland, 6), S. 35-52
Dokumenttyp: 4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Sprache: Deutsch
Schlagwörter: Alter Mensch; Arbeitsgedächtnis; Computerunterstütztes Verfahren; Deutschland; Gedächtnis; Kognitive Kompetenz; Leistungsfähigkeit; Software; Teilnehmer; Test; Training; Wahrnehmung
Abstract: Die Forschung hat gezeigt, dass Lebensstile mit ausgeprägter kognitiver Aktivität mit weniger starken Abnahmen kognitiver Fähigkeiten im Alter einhergehen. Neuere kognitive Interventionsstudien weisen auf positive Transfereffekte auf untrainierte Aufgaben der gleichen Fähigkeit hin. Daher könnten computer-basierte kognitive Trainingsprogramme, die intensives und tägliches kognitives Üben ermöglichen, Senioren helfen, ihre kognitive Leistungsfähigkeit aufrechtzuerhalten oder zu verbessern. In diesem Beitrag wird die Zielsetzung und Umsetzung einer internet-basierten Trainingsumwelt mit vielen verschiedenen Aufgaben vorgestellt. Die Aufgaben beanspruchen die Wahrnehmungsgeschwindigkeit, das episodische und das Arbeitsgedächtnis im verbalen, numerischen und figural-räumlichen Inhaltsbereich. Die Trainingsumwelt wurde als plattformunabhängige internet-basierte Testsoftware implementiert und in der sogenannten COGITO-Studie eingesetzt, um die intraindividuelle Variabilität und Plastizität bei 101 jüngeren (20- bis 31-jährigen) und 103 älteren (65- bis 80-jährigen) Erwachsenen über durchschnittlich 100 tägliche einstündige Übungssitzungen hinweg festzustellen. Zusammen mit Selbsteinschätzungen zeigen die Beobachtungen dieser Studie, dass diese Trainingssoftware einsetzbar ist und von den Nutzern gut angenommen wird. In Zukunft sollten der Einsatz adaptiver Algorithmen, detailliertere individuelle Rückmeldungen und die Etablierung einer internet-basierten Kommunikationsplattform für Anwender untersucht werden. (DIPF/Orig.)
Abstract (english): Lifestyles with high levels of cognitive activity have been linked to weaker declines in cognitive abilities with aging. Hence,
computer-based cognitive training programs that facilitate intense, daily, cognitive practice may help older adults to maintain and improve
their cognitive functioning. We present the rationale for and implementation of an internet-based training environment that includes tasks
of perceptual speed, episodic memory, and working memory. It was implemented as platform-independent internet-based testing software
and used in the COGITO study to investigate intraindividual variability and plasticity in 101 younger (age 20 31) and 103 older (age
65 80) adults across an average of 100 daily practice sessions. Observations from this study and retrospective self-report evaluations
demonstrate the program s feasibility and acceptance among participants.
DIPF-Abteilung: Bildung und Entwicklung
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Autor*innen: Hertel, Silke; Schmitz, Bernhard
Titel: Lehrer als Berater in Schule und Unterricht
Erscheinungsvermerk: Stuttgart: Kohlhammer, 2010
Dokumenttyp: 1. Monographien (Autorenschaft); Monographie
Sprache: Deutsch
Schlagwörter: Beratung; Elternberatung; Gespräch; Gesprächsführung; Kommunikation; Kompetenz; Lehrer; Lehrerausbildung; Lehrerfortbildung; Schule; Schülerberatung; Training
Abstract: Im Schulalltag sind alle Lehrer beratend tätig, etwa am Elternsprechtag oder bei Schülergesprächen in der Pause. In den letzten Jahren wurde ein Ansteigen des Beratungsbedarfs von Eltern und Schülern festgestellt. In Modellen der Lehrerkompetenz zählt Beratungskompetenz zu den Schlüsselkompetenzen von Lehrern, und in der Lehreraus- und Weiterbildung finden sich zunehmend Angebote zur Schulung der Beratungskompetenz. Die Autoren leisten einen Beitrag dazu, die Ansatzpunkte für die Aus- und Weiterbildung von Lehrern im Bereich der Beratungsarbeit zu systematisieren und auf eine theoretisch fundierte Basis zu stellen. (DIPF/Orig.)
DIPF-Abteilung: Bildungsqualität und Evaluation
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Autor*innen: Keith, Nina; Richter, Tobias; Naumann, Johannes
Titel: Active/exploratory training promotes transfer even in learners with low motivation and cognitive ability
In: Applied Psychology, 59 (2010) 1, S. 97-123
DOI: 10.1111/j.1464-0597.2009.00417.x
URL: http://dx.doi.org/10.1111/j.1464-0597.2009.00417.x
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Aufmerksamkeit; Deutschland; Differenzierung; Experimentelle Untersuchung; Forschungsdesign; Individualisierung; Kognitive Prozesse; Lernen; Lernmotivation; Metakognition; Methode; Motivation; Selbstregulation; Training; Wissenstransfer
Abstract (english): Active training approaches encourage self-directed exploration, whereas guided training stresses direct instruction and external guidance during training. The present research investigated interactions of individual- difference variables-motivation and cognitive ability-and training approach on performance in tasks that are similar to training tasks (analogical transfer) and tasks that are novel and distinct from training tasks (adaptive transfer). In accordance with a resource allocation framework, we expected effects of individual differences on transfer performance to be reduced after active/ exploratory training compared with guided training, because participants of exploratory training engage in the same kind of metacognitive processing during training and transfer. Consequently, attentional demands are reduced during transfer, whereas for participants of guided training the transfer situation imposes high attentional demands. Experiment 1 (N= 37) taught a word processing program and Experiment 2 (N= 110) taught a presentation program using either active/ exploratory or guided training. Consistent with previous research, training methods were equally effective for analogical transfer but active/exploratory training led to better adaptive transfer. In addition, interaction hypotheses were supported. Contrary to common recommendations, results suggest that active/exploratory training is suitable for promoting transfer even in learners with relatively low motivation and ability. (DIPF/Orig.)
DIPF-Abteilung: Bildungsqualität und Evaluation
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Autor*innen: Lövdén, Martin; Lindenberger, Ulman; Bäckmann, Lars; Schäfer, Sabine; Schmiedek, Florian
Titel: A theoretical framework for the study of adult cognitive plasticity
In: Psychological Bulletin, 136 (2010) 4, S. 659-676
DOI: 10.1037/a0020080
URL: http://dx.doi.org/10.1037/a0020080
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Alter Mensch; Altern; Arbeitsgedächtnis; Deutschland; Empirische Forschung; Erwachsener; Flexibilität; Gerontologie; Hirnforschung; Hirnfunktion; Kognitive Entwicklung; Kognitive Fähigkeit; Konzeption; Reaktion; Training; Verhaltensänderung
Abstract (english): Does plasticity contribute to adult cognitive development, and if so, in what ways? The vague and overused concept of plasticity makes these controversial questions difficult to answer. In this article, we refine the notion of adult cognitive plasticity and sharpen its conceptual distinctiveness. According to our framework, adult cognitive plasticity is driven by a prolonged mismatch between functional organismic supplies and environmental demands and denotes the brain's capacity for anatomically implementing reactive changes in behavioral flexibility (i.e., the possible range of performance and function). We distinguish between 2 interconnected but distinct cognitive outcomes of adult cognitive plasticity: alterations in processing efficiency and alterations in representations. We demonstrate the usefulness of our framework in evaluating and interpreting (a) increments in frontal brain activations in the course of normal aging and (b) the effects of cognitive training in adulthood and old age. Finally, we outline new research questions and predictions generated by the present framework and recommend design features for future cognitive-training studies. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung
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Autor*innen: Schmiedek, Florian; Bauer, Colin; Lövdén, Martin; Brose, Annette; Lindenberger, Ulman
Titel: Cognitive enrichment in old age. Web-based training programs
In: The Journal of Gerontopsychology and Geriatric Psychiatry, 23 (2010) 2, S. 59-67
DOI: 10.1024/1662-9647/a000013
URL: http://dx.doi.org/10.1024/1662-9647/a000013
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Akzeptanz; Alter Mensch; Altern; Computerprogramm; Computerunterstütztes Verfahren; Deutschland; Gedächtnis; Internet; Kognitive Entwicklung; Kognitive Fähigkeit; Technologie; Testmethodik; Training
Abstract (english): Lifestyles with high levels of cognitive activity have been linked to weaker declines in cognitive abilities with aging. Hence,computer-based cognitive training programs that facilitate intense, daily, cognitive practice may help older adults to maintain and improvetheir cognitive functioning. We present the rationale for and implementation of an internet-based training environment that includes tasksof perceptual speed, episodic memory, and working memory. It was implemented as platform-independent internet- based testing softwareand used in the COGITO study to investigate intraindividual variability and plasticity in 101 younger (age 20-31) and 103 older (age65-80) adults across an average of 100 daily practice sessions. Observations from this study and retrospective self-report evaluations demonstrate the program's feasibility and acceptance among participants. ( DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung