Search results in the DIPF database of publications

Your query:

(Schlagwörter: "Kognitive Prozesse")

Predicting as a learning strategy Brod, Garvin Journal Article | In: Psychonomic Bulletin & Review | 2021 42310 Endnote: Author(s): Brod, Garvin
Title: Predicting as a learning strategy
In: Psychonomic Bulletin & Review, 28 (2021) 6, S. 1839-1847
DOI: 10.3758/s13423-021-01904-1
URL: https://link.springer.com/article/10.3758/s13423-021-01904-1
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Lernstrategie; Prognose; Information; Wissen; Antwort; Gedächtnis; Kognitive Prozesse; Strategie; Vergleich; Neugier; Fehler; Feedback; Unterricht; Forschung
Abstract (english): This article attempts to delineate the procedural and mechanistic characteristics of predicting as a learning strategy. While asking students to generate a prediction before presenting the correct answer has long been a popular learning strategy, the exact mechanisms by which it improves learning are only beginning to be unraveled. Moreover, predicting shares many features with other retrieval-based learning strategies (e.g., practice testing, pretesting, guessing), which begs the question of whether there is more to it than getting students to engage in active retrieval. I argue that active retrieval as such does not suffice to explain beneficial effects of predicting. Rather, the effectiveness of predicting is also linked to changes in the way the ensuing feedback is processed. Initial evidence suggests that predicting boosts surprise about unexpected answers, which leads to enhanced attention to the correct answer and strengthens its encoding. I propose that it is this affective aspect of predicting that sets it apart from other retrieval-based learning strategies, particularly from guessing. Predicting should thus be considered as a learning strategy in its own right. Studying its unique effects on student learning promises to bring together research on formal models of learning from prediction error, epistemic emotions, and instructional design. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

For unto every one that hath shall be given. Teachers' competence profiles regarding the promotion […] Dignath, Charlotte Journal Article | In: Metacognition and Learning | 2021 42408 Endnote: Author(s): Dignath, Charlotte
Title: For unto every one that hath shall be given. Teachers' competence profiles regarding the promotion of self‑regulated learning moderate the effectiveness of short‑term teacher training
In: Metacognition and Learning, 16 (2021) 3, S. 555-594
DOI: 10.1007/s11409-021-09271-x
URL: https://link.springer.com/article/10.1007/s11409-021-09271-x
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language: Englisch
Keywords: Lehrer; Kompetenz; Lernen; Selbstregulation; Unterricht; Schüler; Förderung; Kognitive Prozesse; Metakognition; Motivation; Wissen; Überzeugung; Selbstwirksamkeit; Lehrerfortbildung; Training; Effektivität; Unterricht; Schüler; Förderung; Fragebogenerhebung; Datenanalyse; Chi-Quadrat Test; Regressionsanalyse; Faktorenanalyse; Empirische Untersuchung; Deutschland
Abstract (english): Teachers play a major role in the effectiveness of student learning. Teacher's competence contributes to their classroom practice. We applied a generic model of teacher competence to the specific context of teachers' promotion of self-regulated learning (SRL) in the classroom, and investigated teachers' competence profiles regarding SRL (study 1) and how teachers' competence can moderate the effectiveness of teacher training (study 2). In the first step, in study 1 191 teachers were assessed according to different characteristics that have been found to be important aspects of teacher competence (knowledge, beliefs, and self-efficacy). To investigate how these characteristics co-occur in teachers we determined latent profiles of teacher competence regarding SRL. To this end, and the data were subjected to a latent profile analysis that yielded two levels of competence profile: low and high competence to promote SRL. These competence profiles were positively associated with teachers' self-reported SRL practice in the classroom. Next, to test whether these competence profiles affect teachers' competence development, we conducted a training study. In this study 2, we examined the effects of an 8-h long teacher training about SRL on the development of teachers' competence (knowledge, beliefs, self-efficacy) and on their SRL practice in the classroom with a repeated measures control group design. Forty-five teachers participated in the training, and these teachers and their 543 students evaluated the effectiveness of the training. Training effects were found on the teacher level, but not on the student level. Teachers who participated in the training outperformed the control teachers in their development of self-efficacy to foster SRL, and their perceived SRL practice. Moreover, teachers' competence profiles moderated the training effect, showing that teachers with an initially high competence benefitted more from the training. Applying a generic model of teacher competence to the context of promoting SRL seems beneficial to inspire future research on indicators of teachers' SRL practice. (DIPF/Orig.)
DIPF-Departments: Lehr und Lernqualität in Bildungseinrichtungen

Controlling speed in component skills of reading improves the explanation of reading comprehension Goldhammer, Frank; Kroehne, Ulf; Hahnel, Carolin; De Boeck, Paul Journal Article | In: Journal of Educational Psychology | 2021 41462 Endnote: Author(s): Goldhammer, Frank; Kroehne, Ulf; Hahnel, Carolin; De Boeck, Paul
Title: Controlling speed in component skills of reading improves the explanation of reading comprehension
In: Journal of Educational Psychology, 113 (2021) 5, S. 861-878
DOI: 10.1037/edu0000655
URL: https://psycnet.apa.org/doi/10.1037/edu0000655
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Lesekompetenz; Fertigkeit; Kognitive Prozesse; Leistung; Antwort; Zeit; Wort; Semantik; Text; Leseverstehen; PISA <Programme for International Student Assessment>; Schüler; Messverfahren; Test; Experimentelle Untersuchung; Empirische Untersuchung; Deutschland
Abstract: Efficiency in reading component skills is crucial for reading comprehension, as efficient subprocesses do not extensively consume limited cognitive resources, making them available for comprehension processes. Cognitive efficiency is typically measured with speeded tests of relatively easy items. Observed responses and response times indicate the latent variables of ability and speed. Interpreting only ability or speed as efficiency may be misleading because there is a within-person dependency between both variables (speed-ability tradeoff [SAT]). Therefore, the present study measures efficiency as ability conditional on speed by controlling speed experimentally with item-level time limits. The proposed timed ability measures of reading component skills are expected to have a clearer interpretation in terms of efficiency and to be better predictors for reading comprehension. To support this claim, this study investigates two component skills, visual word recognition and sentence-level semantic integration (sentence reading), to understand how differences in ability in a timed condition are related to differences in ability and speed in a traditional untimed condition. Moreover, untimed and timed reading component skill measures were used to explain reading comprehension. A German subsample from Programme for International Student Assessment (PISA) 2012 completed the reading component skills tasks with and without item-level time limits and PISA reading tasks. The results showed that timed ability is only moderately related to untimed ability. Furthermore, timed ability measures proved to be stronger predictors of sentence-level and text-level reading comprehension than the corresponding untimed ability and speed measures, although using untimed ability and speed jointly as predictors increased the amount of explained variance.
Abstract (english): Efficiency in reading component skills is crucial for reading comprehension, as efficient subprocesses do not extensively consume limited cognitive resources, making them available for comprehension processes. Cognitive efficiency is typically measured with speeded tests of relatively easy items. Observed responses and response times indicate the latent variables of ability and speed. Interpreting only ability or speed as efficiency may be misleading because there is a within-person dependency between both variables (speed-ability tradeoff [SAT]). Therefore, the present study measures efficiency as ability conditional on speed by controlling speed experimentally with item-level time limits. The proposed timed ability measures of reading component skills are expected to have a clearer interpretation in terms of efficiency and to be better predictors for reading comprehension. To support this claim, this study investigates two component skills, visual word recognition and sentence-level semantic integration (sentence reading), to understand how differences in ability in a timed condition are related to differences in ability and speed in a traditional untimed condition. Moreover, untimed and timed reading component skill measures were used to explain reading comprehension. A German subsample from Programme for International Student Assessment (PISA) 2012 completed the reading component skills tasks with and without item-level time limits and PISA reading tasks. The results showed that timed ability is only moderately related to untimed ability. Furthermore, timed ability measures proved to be stronger predictors of sentence-level and text-level reading comprehension than the corresponding untimed ability and speed measures, although using untimed ability and speed jointly as predictors increased the amount of explained variance.
DIPF-Departments: Lehr und Lernqualität in Bildungseinrichtungen

Automated and controlled processes in comprehending multiple documents Hahnel, Carolin; Goldhammer, Frank; Kroehne, Ulf; Mahlow, Nina; Artelt, Cordula; Schoor, Cornelia Journal Article | In: Studies in Higher Education | 2021 41420 Endnote: Author(s): Hahnel, Carolin; Goldhammer, Frank; Kroehne, Ulf; Mahlow, Nina; Artelt, Cordula; Schoor, Cornelia
Title: Automated and controlled processes in comprehending multiple documents
In: Studies in Higher Education, 46 (2021) 10, S. 2074-2086
DOI: 10.1080/03075079.2021.1953333
URL: https://www.tandfonline.com/doi/full/10.1080/03075079.2021.1953333
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language: Englisch
Keywords: Student; Lesen; Dokument; Vielfalt; Informationsverarbeitung; Verhalten; Lesegeschwindigkeit; Kognitive Prozesse; Arbeitsgedächtnis; Leseverstehen; Kognitive Kompetenz; Test; Computerunterstütztes Verfahren; Datenanalyse; Empirische Untersuchung; Deutschland
Abstract: The study investigates automated and controlled cognitive processes that occur when university students read multiple documents (MDs). We examined data of 401 students dealing with two MD sets in a digital environment. Performance was assessed through several comprehension questions. Recorded log data gave indications about students' time allocation, corroboration, and sourcing. Independent measures were used for reading speed to tap the effects of automatic processing and for working memory and single-text reading comprehension to tap effects of controlled processing, with working memory considered the mental capacity for performing controlled processing. We found that faster readers completed the MD tasks faster and showed more corroboration behavior. At the same time, students skilled in comprehension allocated more time to processing MD tasks and were more likely to show MD-specific behaviors of corroboration and sourcing. Students' success in MD tasks was predicted by reading speed and working memory, with the effect of working memory being mediated by single-text comprehension. Behavioral indicators contributed independently in predicting students' MD comprehension. Results suggest that reading MDs resembles a problem-solving situation where students need to engage in controlled, non-routine processing to build up a comprehensive representation of MDs and benefit from highly automated, lower-level reading processes. (DIPF/Orig.)
DIPF-Departments: Lehr und Lernqualität in Bildungseinrichtungen

Neural correlates of successful memory encoding in kindergarten and early elementary school […] Nolden, Sophie; Brod, Garvin; Meyer, Ann-Kristin; Fandakova, Yana; Shing, Yee Lee Journal Article | In: Cerebral Cortex | 2021 42309 Endnote: Author(s): Nolden, Sophie; Brod, Garvin; Meyer, Ann-Kristin; Fandakova, Yana; Shing, Yee Lee
Title: Neural correlates of successful memory encoding in kindergarten and early elementary school children. Longitudinal trends and effects of schooling
In: Cerebral Cortex, 31 (2021) 8, S. 3764-3779
DOI: 10.1093/cercor/bhab046
URL: https://academic.oup.com/cercor/article-abstract/31/8/3764/6248485
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Kind; Gedächtnis; Kognitive Prozesse; Entwicklung; Leistung; Kindergarten; Schulanfang; Wirkung; Gehirn; Neurowissenschaften; Test; Längsschnittuntersuchung; Datenanalyse; Empirische Untersuchung; Berlin; Deutschland
Abstract (english): From age 5 to 7, there are remarkable improvements in children's cognitive abilities ("5-7 shift"). In many countries, including Germany, formal schooling begins in this age range. It is, thus, unclear to what extent exposure to formal schooling contributes to the "5-7 shift." In this longitudinal study, we investigated if schooling acts as a catalyst of maturation. We tested 5-year-old children who were born close to the official cutoff date for school entry and who were still attending a play-oriented kindergarten. One year later, the children were tested again. Some of the children had experienced their first year of schooling whereas the others had remained in kindergarten. Using 2 functional magnetic resonance imaging tasks that assessed episodic memory formation (i.e., subsequent memory effect), we found that children relied strongly on the medial temporal lobe (MTL) at both time points but not on the prefrontal cortex (PFC). In contrast, older children and adults typically show subsequent memory effects in both MTL and PFC. Both children groups improved in their memory performance, but there were no longitudinal changes nor group differences in neural activation. We conclude that successful memory formation in this age group relies more heavily on the MTL than in older age groups. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

Developmental trajectories of phonological information processing in upper elementary students with […] Schmidt, Claudia; Brandenburg, Janin; Busch, Jenny; Büttner, Gerhard; Grube, Dietmar; […] Journal Article | In: Reading Research Quarterly | 2021 40003 Endnote: Author(s): Schmidt, Claudia; Brandenburg, Janin; Busch, Jenny; Büttner, Gerhard; Grube, Dietmar; Mähler, Claudia; Hasselhorn, Marcus
Title: Developmental trajectories of phonological information processing in upper elementary students with reading or spelling disabilities
In: Reading Research Quarterly, 56 (2021) 1, S. 143-171
DOI: 10.1002/rrq.299
URN: urn:nbn:de:0111-pedocs-227500
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-227500
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Grundschüler; Schüler; Phonologie; Informationsverarbeitung; Lernschwierigkeit; Lesefertigkeit; Rechtschreibung; Entwicklung; Gedächtnis; Kognitive Prozesse; Schuljahr 03; Schuljahr 04; Schuljahr 05; Test; Computerunterstütztes Verfahren; Datenanalyse; Empirische Untersuchung; Längsschnittuntersuchung; Deutschland
Abstract: Deficits in phonological information processing in upper elementary students with specific learning disabilities in reading or spelling may increase, decrease, or remain stable over time. The authors examined the development of phonological processing longitudinally in 209 students (109 with learning disabilities and 100 typically achieving; n = 127 boys) in Germany, from grade 3 to grade 5 (ages 8-11; mean age at recruitment = 8 years 6.78 months, SD = 5.39 months). Latent change score models revealed that the development of rapid automatized naming was best described as a decreasing deficit, whereas a persistent deficit in phonological awareness was observed. Differences between students with and without learning disabilities regarding the phonological loop increased over time. Further, there were no developmental differences as a function of reading versus spelling deficits. Theoretical and practical implications are discussed. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

Kognitive Aktivierung im internationalen Vergleich Schreyer, Patrick; Herbert, Benjamin Journal Article | In: Pädagogik | 2021 42047 Endnote: Author(s): Schreyer, Patrick; Herbert, Benjamin
Title: Kognitive Aktivierung im internationalen Vergleich
In: Pädagogik, 73 (2021) 11, S. 14-15
DOI: 10.3262/PAED2111014
URL: https://www.beltz.de/fachmedien/paedagogik/zeitschriften/paedagogik/artikel/47555-kognitive-aktivierung-im-internationalen-vergleich.html
Publication Type: 3b. Beiträge in weiteren Zeitschriften; praxisorientiert
Language: Deutsch
Keywords: Unterricht; Unterrichtsgespräch; Aufgabe; Lernsituation; Lernprozess; Kognitive Prozesse; Videoaufzeichnung; Internationaler Vergleich; Empirische Untersuchung; Deutschland
Abstract: Die TALIS-Videostudie untersucht unter anderem Unterrichtsaufzeichnungen und -materialien aus dem Mathematikunterricht hinsichtlich ihres kognitiv aktivierenden Potenzials. Zwei Wissenschaftler sprechen über die Ergebnisse und darüber, was in Deutschlands Klassenzimmern jetzt passieren müsste. (DIPF/Orig.)
DIPF-Departments: Lehr und Lernqualität in Bildungseinrichtungen

Gedächtnis und Wissen Brod, Garvin; Gold, Andreas Book Chapter | Aus: Preiser, Siegfried (Hrsg.): Pädagogische Psychologie: Psychologische Grundlagen von Erziehung und Unterricht | Weinheim: Beltz Juventa | 2021 41384 Endnote: Author(s): Brod, Garvin; Gold, Andreas
Title: Gedächtnis und Wissen
In: Preiser, Siegfried (Hrsg.): Pädagogische Psychologie: Psychologische Grundlagen von Erziehung und Unterricht, Weinheim: Beltz Juventa, 2021 , S. 54-78
Publication Type: 4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Language: Deutsch
Keywords: Gedächtnis; Wissen; Erinnerung; Vergessen; Lernprozess; Kognitive Prozesse; Informationsverarbeitung; Inhalt; Zeit; Modell; Wahrnehmung; Aufmerksamkeit; Arbeitsgedächtnis; Langzeitgedächtnis; Wissensrepräsentation
Abstract: [...] Einleitend (4.1) wird auf die Macht und auf die Anfälligkeit des menschlichen Gedächtnisses hingewiesen. In der Folge wird anhand eines Selbstversuchs auf die Bedeutsamkeit von Gedächtnisstrategien beim Lernen und Behalten eingegangen (4.2), bevor in systematischer Form eine Einführung in Gedächtnisarten (4.3) und Gedächtnisprozesse (4.4) gegeben wird. Ein wichtiger Aspekt des Prozessmodells zielt auf die Frage, wie Wissen und Können langfristig und dauerhalt im Gedächtnis gespeichert werden (4.5). Gedächtnisinhalte sind das Endprodukt von Lernprozessen. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

Lernen Gold, Andreas; Brod, Garvin Book Chapter | Aus: Preiser, Siegfried (Hrsg.): Pädagogische Psychologie: Psychologische Grundlagen von Erziehung und Unterricht | Weinheim: Beltz Juventa | 2021 41385 Endnote: Author(s): Gold, Andreas; Brod, Garvin
Title: Lernen
In: Preiser, Siegfried (Hrsg.): Pädagogische Psychologie: Psychologische Grundlagen von Erziehung und Unterricht, Weinheim: Beltz Juventa, 2021 , S. 79-101
Publication Type: 4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Language: Deutsch
Keywords: Lernen; Wissenserwerb; Kognitive Prozesse; Informationsverarbeitung; Kognitionspsychologie; Lerntheorie; Konstruktivismus; Kooperatives Lernen; Problemlösen; Transfer; Verhalten; Gewohnheit; Gedächtnis; Konditionierung; Wissen; Selbstgesteuertes Lernen
Abstract: [...] Zu Beginn des 5. Kapitels wird Lernen als Aufbau von Wissen und Können definiert. Dieser Sichtweise folgend wird die kognitionspsychologische Theorie der Informationsverarbeitung in ihrer "konstruktivistischen" Ausgestaltung ausführlicher vorgestellt (5.1). Eine ganz andere Gruppe von Lerntheorien begreift Lernen als (sichtbare) Veränderung von Verhalten und von Gewohnheiten (5.2). In dieser Tradition stehen insbesondere die Konditionierungstheorien. Mit der Darstellung der sozial-kognitiven Lerntheorie wird abschließend wieder ein Bogen von den verhaltens- zu den kognitionspsychologischen Ansätzen geschlagen. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

Entwicklung als Ziel, Voraussetzung und Ergebnis von Bildung. Welchen Nutzen hat die […] Ehm, Jan-Henning; Hasselhorn, Marcus Journal Article | In: Schulmanagement | 2020 40706 Endnote: Author(s): Ehm, Jan-Henning; Hasselhorn, Marcus
Title: Entwicklung als Ziel, Voraussetzung und Ergebnis von Bildung. Welchen Nutzen hat die Berücksichtigung entwicklungs-psychologischer Erkenntnisse für die schulische Praxis?
In: Schulmanagement, 51 (2020) 1, S. 31-35
URN: urn:nbn:de:0111-pedocs-216014
URL: http://nbn-resolving.org/urn:nbn:de:0111-pedocs-216014
Publication Type: 3b. Beiträge in weiteren Zeitschriften; praxisorientiert
Language: Deutsch
Keywords: Entwicklung; Kind; Entwicklungspsychologie; Lernvoraussetzungen; Lernprozess; Einflussfaktor; Bildungserfolg; Aktives Lernen; Strategie; Nutzung; Kognitive Prozesse; Arbeitsgedächtnis; Leistung; Motivation; Unterrichtsfach; Interesse; Wirkung
Abstract: Der Erfolg einer Gestaltungsmaßnahme von Lernprozessen ist abhängig vom Entwicklungsstand der unterrichteten Kinder. Die Autoren gehen dieser entwicklungspsychologischen Erkenntnis nach und erörtern deren Bedeutung für das Lernen. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung