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(Schlagwörter: "Kognitive Prozesse")
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The time on task effect in reading and problem solving is moderated by task difficulty and skill. […]
Goldhammer, Frank; Naumann, Johannes; Stelter, Annette; Tóth, Krisztina; Rölke, Heiko; […]
Journal Article
| In: Journal of Educational Psychology | 2014
34293 Endnote
Author(s):
Goldhammer, Frank; Naumann, Johannes; Stelter, Annette; Tóth, Krisztina; Rölke, Heiko; Klieme, Eckhard
Title:
The time on task effect in reading and problem solving is moderated by task difficulty and skill. Insights from a computer-based large-scale assessment
In:
Journal of Educational Psychology, 106 (2014) 3, S. 608-626
DOI:
10.1037/a0034716
URN:
urn:nbn:de:0111-pedocs-179679
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-179679
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Deutschland; Empirische Untersuchung; Erwachsener; Interview; Kognitive Prozesse; Leistungstest; Lesekompetenz; Problemlösen; Schwierigkeit; Technologiebasiertes Testen; Testaufgabe; Wirkung; Zeit
Abstract:
Computer-based assessment can provide new insights into behavioral processes of task completion that cannot be uncovered by paper-based instruments. Time presents a major characteristic of the task completion process. Psychologically, time on task has 2 different interpretations, suggesting opposing associations with task outcome: Spending more time may be positively related to the outcome as the task is completed more carefully. However, the relation may be negative if working more fluently, and thus faster, reflects higher skill level. Using a dual processing theory framework, the present study argues that the validity of each assumption is dependent on the relative degree of controlled versus routine cognitive processing required by a task, as well as a person's acquired skill. A total of 1,020 persons ages 16 to 65 years participated in the German field test of the Programme for the International Assessment of Adult Competencies. Test takers completed computer-based reading and problem solving tasks. As revealed by linear mixed models, in problem solving, which required controlled processing, the time on task effect was positive and increased with task difficulty. In reading tasks, which required more routine processing, the time on task effect was negative and the more negative, the easier a task was. In problem solving, the positive time on task effect decreased with increasing skill level. In reading, the negative time on task effect increased with increasing skill level. These heterogeneous effects suggest that time on task has no uniform interpretation but is a function of task difficulty and individual skill.
DIPF-Departments:
Bildungsqualität und Evaluation; Informationszentrum Bildung
One lesson is all you need? Stability of instructional quality across lessons
Praetorius, Anna-Katharina; Pauli, Christine; Reusser, Kurt; Rakoczy, Katrin; Klieme, Eckhard
Journal Article
| In: Learning and Instruction | 2014
34223 Endnote
Author(s):
Praetorius, Anna-Katharina; Pauli, Christine; Reusser, Kurt; Rakoczy, Katrin; Klieme, Eckhard
Title:
One lesson is all you need? Stability of instructional quality across lessons
In:
Learning and Instruction, 31 (2014) , S. 2-12
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Empirische Untersuchung; Klassenführung; Kognitive Prozesse; Lehrer; Mathematikunterricht; Messung; Qualität; Unterricht; Unterrichtsbeobachtung; Unterstützung; Videoaufzeichnung
Abstract:
Observer ratings are often used to measure instructional quality. They are, however, usually based on observations gathered over short periods of time. Few studies have attempted to determine whether these periods are sufficient to provide reliable measures of instructional quality. Using generalizability theory, this study investigates (a) how three dimensions of instructional quality - classroom management, personal learning support, and cognitive activation of students - vary between the lessons of a specific teacher, and (b) how many lessons per teacher are necessary to establish sufficiently reliable measures of these dimensions. Analyses are based on ratings of five lessons for 38 teachers. Classroom management and personal learning support were stable across lessons, whereas cognitive activation showed high variability. Consequently, one lesson per teacher suffices to measure classroom management and personal learning support, whereas nine lessons would be needed for cognitive activation. The importance of advancing our theoretical understanding of cognitive activation is discussed.
DIPF-Departments:
Bildungsqualität und Evaluation
Outside of the laboratory. Associations of working-memory performance with psychological and […]
Riediger, Michaela; Wrzus, Cornelia; Klipker, Kathrin; Müller, Viktor; Schmiedek, Florian; […]
Journal Article
| In: Psychology and Aging | 2014
34432 Endnote
Author(s):
Riediger, Michaela; Wrzus, Cornelia; Klipker, Kathrin; Müller, Viktor; Schmiedek, Florian; Wagner, Gert
Title:
Outside of the laboratory. Associations of working-memory performance with psychological and physiological arousal vary with age
In:
Psychology and Aging, 29 (2014) 1, S. 103-114
DOI:
10.1037/a0035766
URN:
urn:nbn:de:0111-dipfdocs-180824
URL:
http://www.dipfdocs.de/volltexte/2020/18082/pdf/Riediger_et_al_2014_Outside_of_the_laboratory_A.pdf
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Alltag; Altersgruppe; Arbeitsgedächtnis; Einflussfaktor; Kognitive Prozesse; Lebensalter; Leistungsfähigkeit; Leistungstest; Messung; Psychophysiologie; Rhythmus; Tagesablauf; Vergleich
Abstract:
We investigated age differences in associations among self-reported experiences of tense and energetic arousal, physiological activation indicated by heart rate, and working-memory performance in everyday life. The sample comprised 92 participants aged 14-83 years. Data were collected for 24 hr while participants pursued their normal daily routines. Participants wore an ambulatory biomonitoring system that recorded their cardiac and physical activity. Using mobile phones as assessment devices, they also provided an average of 7 assessments of their momentary experiences of tense arousal (feeling nervous) and energetic arousal (feeling wide-awake) and completed 2 trials of a well-practiced working-memory task. Experiences of higher energetic arousal were associated with higher heart rate in participants younger than 50 years of age but not in participants older than that, and energetic arousal was unrelated to within-person fluctuations in working-memory performance. Experiences of tense arousal were associated with higher heart rate independent of participants' age. Tense arousal and physiological activation were accompanied by momentary impairments in working-memory performance in middleaged and older adults but not in younger individuals. Results suggest that psychological arousal experiences are associated with lower working-memory performance in middle-aged and older adults when they are accompanied by increased physiological activation and that the same is true for physiological activation deriving from other influences. Hence, age differences in cognitive performance may be exaggerated when the assessment situation itself elicits tense arousal or occurs in situations with higher physiological arousal arising from affective experiences, physical activity, or circadian rhythms.
DIPF-Departments:
Bildung und Entwicklung
Erfassung der Selbstregulation vor dem Schuleintritt
Suchodoletz, Antje von; Gawrilow, Caterina; Gunzenhauser, Catherine; Merkt, Julia; […]
Journal Article
| In: Psychologie in Erziehung und Unterricht | 2014
34625 Endnote
Author(s):
Suchodoletz, Antje von; Gawrilow, Caterina; Gunzenhauser, Catherine; Merkt, Julia; Hasselhorn, Marcus; Wanless, Shannon; McClelland, Megan
Title:
Erfassung der Selbstregulation vor dem Schuleintritt
In:
Psychologie in Erziehung und Unterricht, 61 (2014) 3, S. 165-174
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Arbeitsgedächtnis; Aufmerksamkeit; Bewegung <Motorische>; Datenerfassung; Deutschland; Diagnostik; Empirische Untersuchung; Entwicklung; Entwicklungspsychologie; Entwicklungstest; Fertigkeit; Fremdeinschätzung; Frühpädagogik; Kindergarten; Kognitive Entwicklung; Kognitive Prozesse; Koordination; Mathematik; Messung; Pädagogische Psychologie; Psychologische Forschung; Reliabilität; Schulanfang; Schulreife; Selbstregulation; Test; Validität; Vorschulkind; Vorwissen; Wortschatz
Abstract:
Selbstregulation ist für die Bewältigung (vor)schulischer Anforderungen von zentraler Bedeutung. Entsprechend der theoretischen Annahmen von Blair und Ursache (2011) steuern exekutive Funktionen die Selbstregulation von Handlungen. Im Rahmen der vorliegenden Studie wird die Validität verschiedener Verfahren zur Erfassung von Selbstregulation vor dem Schuleintritt sowie deren Zusammenhang zu schulrelevanten Vorläuferfertigkeiten untersucht. Die Selbstregulation von 311 Vorschulkindern im Alter zwischen drei und sieben Jahren wurde mit Aufgaben zu exekutiven Funktionen, dem Head-Toes-Knees-Shoulders Test sowie über Fremdeinschätzungen der Mütter und Erzieherinnen bzw. Erzieher erfasst. Die Ergebnisse zeigen, dass Konvergenzunterschiede zwischen den Verfahren bestehen. Weitergehende Analysen weisen darauf hin, dass die verschiedenen Verfahren zur Erfassung von Selbstregulation einen unterschiedlichen Anteil der Varianz schulrelevanter Vorläuferfertigkeiten erklären.
Abstract (english):
Self-regulation is an important aspect of school readiness. In their theory of self-regulation, Blair and Ursache (2011) assume that executive function serve a critical role in regulating behavior. The present study explores the validity of different self-regulation measures before school entry and their relationship to school relevant precursor skills. Self-regulation of 311 preschool children between the ages three and seven years was assessed using executive function tasks, the Head-Toes-Knees-Shoulders Task, and parent and teacher reports. Results demonstrate heterogeneity in convergence between measures. Further analyses showed that the diverse measures of self-regulation explain a different amount of variance in emerging academic outcomes.
DIPF-Departments:
Bildung und Entwicklung
Coordinated within-trial dynamics of low-frequency neural rhythms controls evidence accumulation
Werkle-Bergner, Markus; Grandy, Thomas H.; Chicherio, Christian; Schmiedek, Florian; […]
Journal Article
| In: Journal of Neuroscience | 2014
34591 Endnote
Author(s):
Werkle-Bergner, Markus; Grandy, Thomas H.; Chicherio, Christian; Schmiedek, Florian; Lövdén, Martin; Lindenberger, Ulman
Title:
Coordinated within-trial dynamics of low-frequency neural rhythms controls evidence accumulation
In:
Journal of Neuroscience, 34 (2014) 25, S. 8519-8528
DOI:
10.1523/JNEUROSCI.3801-13.2014
URN:
urn:nbn:de:0111-dipfdocs-191034
URL:
http://www.dipfdocs.de/volltexte/2020/19103/pdf/J_Neuroscience_2014_25_Werkle-Bergner_et_al_Coordinated_within-trial_dynamics_of_low-frequency_neural_rhythms_A.pdf
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Arbeitsgedächtnis; Deutschland; Empirische Untersuchung; Entscheidung; Gehirn; Hirnforschung; Kognitive Kompetenz; Kognitive Prozesse; Neurowissenschaften; Test; Verhalten
Abstract:
Higher cognitive functions, such as human perceptual decision making, require information processing and transmission across widespread cortical networks. Temporally synchronized neural firing patterns are advantageous for efficiently representing and transmitting information within and between assemblies. Computational, empirical, and conceptual considerations all lead to the expectation that the informational redundancy of neural firing rates is positively related to their synchronization. Recent theorizing and initial evidence also suggest that the coding of stimulus characteristics and their integration with behavioral goal states require neural interactions across a hierarchy of timescales. However, most studies thus have focused on neural activity in a single frequency range or on a restricted set of brain regions. Here we provide evidence for cooperative spatiotemporal dynamics of slow and fast EEGsignals during perceptual decision making at the single-trial level. Participants performed three masked two-choice decision tasks, one each with numerical, verbal, or figural content. Decrements in posterior power (8 -14 Hz) were paralleled by increments in high-frequency (>30 Hz) signal entropy in trials demanding active sensory processing. Simultaneously, frontocentral power (4 -7 Hz) increased, indicating evidence integration. The coordinated a/0 dynamics were tightly linked to decision speed and remarkably similar across tasks, suggesting a domain-general mechanism. In sum, we demonstrate an inverse association between decision-related changes in widespread low-frequency power and local high-frequency entropy. The cooperation among mechanisms captured by these changes enhances the informational density of neural response patterns and qualifies as a neural coding system in the service of perceptual decision making.
DIPF-Departments:
Bildung und Entwicklung
Cognitive stimulation and parental sensitivity in toddlers' homes. How do children and parents […]
Hertel, Silke; Eickhorst, Andreas; Kachler, Miriam; Zeidler, Nadine; Wolf, Katharina; […]
Book Chapter
| Aus: Emde, Robert N.;Leuzinger-Bohleber, Marianne (Hrsg.): Early parenting and the prevention of disorders: Psychoanalytic research at interdisciplinary frontiers | London: Karnac Books | 2014
34480 Endnote
Author(s):
Hertel, Silke; Eickhorst, Andreas; Kachler, Miriam; Zeidler, Nadine; Wolf, Katharina; Abrie-Kuhn, Marlis; Cierpka, Manfred
Title:
Cognitive stimulation and parental sensitivity in toddlers' homes. How do children and parents interact and how effective are trainings for parents?
In:
Emde, Robert N.;Leuzinger-Bohleber, Marianne (Hrsg.): Early parenting and the prevention of disorders: Psychoanalytic research at interdisciplinary frontiers, London: Karnac Books, 2014 , S. 283-296
Publication Type:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Language:
Englisch
Keywords:
Bindung; Eltern; Forschungsdesign; Forschungsprojekt; Interaktion; Kind-Eltern-Beziehung; Kleinkind; Kognitive Prozesse; Lernumgebung; Training
Abstract:
The project FILU (Feinfühlige Interaktionsgestaltung und Gestaltung von Lernumgebungen) aims at providing support and training for parents in establishing cognitive stimulation and sensitive interaction with the child, and by these means providing high quality home learning environments […]. Within the scope of the project FILU, the effects of parent trainings were investigated considering first patent's sensitive reaction towards child's attachment behaviour and cognitive stimulation. In [this chapter], the theoretical background on home learning environments, parental sensitivity and cognitive stimulation as well as the design of the project FILU will be described. The chapter ends with first results and implications for further research. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Kompetenzmodelle zur Erfassung individueller Lernergebnisse und zur Bilanzierung von […]
Leutner, Detlev; Klieme, Eckhard; Fleischner, Jens; Kuper, Harm (Hrsg.)
Compilation Book
| Wiesbaden: Springer VS | 2013
34699 Endnote
Editor(s)
Leutner, Detlev; Klieme, Eckhard; Fleischner, Jens; Kuper, Harm
Title:
Kompetenzmodelle zur Erfassung individueller Lernergebnisse und zur Bilanzierung von Bildungsprozessen. Aktuelle Diskurse im DFG-Schwerpunktprogramm
Published:
Wiesbaden: Springer VS, 2013 (Zeitschrift für Erziehungswissenschaft - Sonderheft, 18)
Publication Type:
2. Herausgeberschaft; Zeitschriftensonderheft
Language:
Deutsch
Keywords:
Computerunterstütztes Verfahren; Deutschland; Diagnostik; Feedback; Forschungsprogramm; Forschungsstand; Item-Response-Theory; Kognitive Prozesse; Kompetenz; Konzeption; Lehr-Lern-Prozess; Messverfahren; Modell; Nutzung; Psychometrie; Skalierung; Struktur; Test
Abstract:
Vor dem Hintergrund DFG-geförderter Grundlagenforschung reflektiert das Sonderheft den aktuallen Stand der Diskussion um Kompetenzen und Kompetenzmodelle in Deutschland. Die Autoren der Beiträge sind führende Vetreter der Bildungsforschung, die sich aus erziehungswissenschaftlicher, psychologischer und fachdidaktischer Perspektive mit Fragen der Erfassung individueller Lernergebnisse und der Bilanzierung von Bildungsprozessen befassen. (Verlag)
DIPF-Departments:
Bildungsqualität und Evaluation
Effects of education on executive functioning and its trainability
Dorbath, Lara; Hasselhorn, Marcus; Titz, Cora
Journal Article
| In: Educational Gerontology | 2013
33593 Endnote
Author(s):
Dorbath, Lara; Hasselhorn, Marcus; Titz, Cora
Title:
Effects of education on executive functioning and its trainability
In:
Educational Gerontology, 39 (2013) 5, S. 314-325
DOI:
10.1080/03601277.2012.700820
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Alter; Arbeitsgedächtnis; Bildung; Bildungsbiografie; Bildungsniveau; Kognitive Entwicklung; Kognitive Kompetenz; Kognitive Prozesse; Test; Training; Wirkung
Abstract (english):
Age-related changes in executive functioning are a main source of cognitive aging. High cognitive reserve, as well as training interventions, have been shown to protect against age-related decline in executive functions. Whether education as one prominent marker of cognitive reserve has a protective effect is, however, ambiguous. Furthermore, little is known about a potential interplay of cognitive reserve and training interventions. The present study, therefore, examines (a) the influence of education on focus-switching as a recently identified executive control process and (b) the impact of education on its trainability. To this end, extreme groups of high- and low-educated younger (age 19-35) and older (age 59-80) adults were selected from a larger training study on focus-switching. Results show that whereas education influences older adults' cognitive performance in focus-switching in a protective way, no effect of education emerged in younger age participants. Training gains, however, are not affected by educational level in either age group.
DIPF-Departments:
Bildung und Entwicklung
Individual alpha peak frequency is related to latent factors of general cognitive abilities
Grandy, Thomas H.; Werkle-Bergner, Markus; Chicherio, Christian; Lövdén, Martin; […]
Journal Article
| In: NeuroImage | 2013
33900 Endnote
Author(s):
Grandy, Thomas H.; Werkle-Bergner, Markus; Chicherio, Christian; Lövdén, Martin; Schmiedek, Florian; Lindenberger, Ulman
Title:
Individual alpha peak frequency is related to latent factors of general cognitive abilities
In:
NeuroImage, 79 (2013) , S. 10-18
DOI:
10.1016/j.neuroimage.2013.04.059
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Hirnforschung; Intelligenz; Kognitive Prozesse; Neurophysiologie
Abstract:
Some eighty years after the discovery of the human electroencephalogram (EEG) and its dominant rhythm, alpha (~10 Hz), the neurophysiological functions and behavioral correlates of alpha oscillations are still under debate. Similarly, the biological mechanisms contributing to the general factor of intelligence, or g, have been under scrutiny for decades. Individual alpha frequency (IAF), a trait-like parameter of the EEG, has been found to correlate with individual differences in cognitive performance and cognitive abilities. Informed by large-scale theories of neural organization emphasizing the general functional significance of oscillatory activity, the present study replicates and extends these findings by testing the hypothesis that IAF is related to intelligence at the level of g, rather than at the level of specific cognitive abilities. Structural equation modeling allowed us to statistically control for measurement error when estimating the association between IAF and intellectual functioning. In line with our hypothesis, we found a statistically reliable and substantial correlation between IAF and g (r = .40). The magnitude of this correlation did not differ significantly between younger and older adults, and captured all of the covariation between IAF and the cognitive abilities of reasoning, memory, and perceptual speed. The observed association between IAF and g provides a parsimonious explanation for the commonly observed diffuse pattern of correlations between IAF and cognitive performance. We conclude that IAF is a marker of global architectural and functional properties of the human brain.
DIPF-Departments:
Bildung und Entwicklung
Peak individual alpha frequency qualifies as a stable neurophysiological trait marker in healthy […]
Grandy, Thomas H.; Werkle-Bergner, Markus; Chicherio, Christian; Schmiedek, Florian; […]
Journal Article
| In: Psychophysiology | 2013
33488 Endnote
Author(s):
Grandy, Thomas H.; Werkle-Bergner, Markus; Chicherio, Christian; Schmiedek, Florian; Lövdén, Martin; Lindenberger, Ulman
Title:
Peak individual alpha frequency qualifies as a stable neurophysiological trait marker in healthy younger and older adults
In:
Psychophysiology, 50 (2013) 6, S. 570-582
DOI:
10.1111/psyp.12043
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Deutschland; Empirische Untersuchung; Intervention; Junger Erwachsener; Kognitive Prozesse; Messung; Neurophysiologie; Reliabilität; Senior; Training
Abstract (english):
The individual alpha frequency (IAF) of the human EEG reflects systemic properties of the brain, is highly heritable, and relates to cognitive functioning. Not much is known about the modifiability of IAF by cognitive interventions.We report analyses of resting EEG from a large-scale training study in which healthy younger (20-31 years, N = 30) and older(65-80 years, N = 28) adults practiced 12 cognitive tasks for ~100 1-h sessions. EEG was recorded before and after the cognitive training intervention. In both age groups, IAF (and, in a control analysis, alpha amplitude) did not change, despite large gains in cognitive performance. As within-session reliability and test-retest stability were high for both age groups, imprecise measurements cannot account for the findings. In sum, IAF is highly stable in healthy adults up to 80 years, not easily modifiable by cognitive interventions alone, and thus qualifies as a stable neurophysiological trait marker.
DIPF-Departments:
Bildung und Entwicklung
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