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(Schlagwörter: "Assoziation")
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Foreign language learning in older age does not improve memory or intelligence. Evidence from a […]
Berggren, Rasmus; Nilsson, Jonna; Brehmer, Yvonne; Schmiedek, Florian; Lövdén, Martin
Journal Article
| In: Psychology and Aging | 2020
39899 Endnote
Author(s):
Berggren, Rasmus; Nilsson, Jonna; Brehmer, Yvonne; Schmiedek, Florian; Lövdén, Martin
Title:
Foreign language learning in older age does not improve memory or intelligence. Evidence from a randomized controlled study
In:
Psychology and Aging, 35 (2020) 2, S. 212-219
DOI:
10.1037/pag0000439
URL:
https://psycnet.apa.org/doiLanding?doi=10.1037%2Fpag0000439
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Alter Mensch; Fremdsprache; Lernen; Wirkung; Kognitive Kompetenz; Intelligenz; Arbeitsgedächtnis; Wortschatz; Assoziation; Leistungstest; Testkonstruktion; Strukturgleichungsmodell:Schweden
Abstract:
Foreign language learning in older age has been proposed as a promising avenue for combatting age-related cognitive decline. We tested this hypothesis in a randomized controlled study in a sample of 160 healthy older participants (aged 65-75 years) who were randomized to 11 weeks of either language learning or relaxation training. Participants in the language learning condition obtained some basic knowledge in the new language (Italian), but between-groups differences in improvements on latent factors of verbal intelligence, spatial intelligence, working memory, item memory, or associative memory were negligible. We argue that this is not due to either poor measurement, low course intensity, or low statistical power, but that basic studies in foreign languages in older age are likely to have no or trivially small effects on cognitive abilities. We place this in the context of the cognitive training and engagement literature and conclude that while foreign language learning may expand the behavioral repertoire, it does little to improve cognitive processing abilities.
DIPF-Departments:
Bildung und Entwicklung
The importance of the ventromedial prefrontal cortex for associative memory in older adults. A […]
Brehmer, Yvonne; Nilsson, Jonna; Berggren, Rasmus; Schmiedek, Florian; Lövdén, Martin
Journal Article
| In: NeuroImage | 2020
39821 Endnote
Author(s):
Brehmer, Yvonne; Nilsson, Jonna; Berggren, Rasmus; Schmiedek, Florian; Lövdén, Martin
Title:
The importance of the ventromedial prefrontal cortex for associative memory in older adults. A latent structural equation analysis
In:
NeuroImage, 209 (2020) , S. 116475
DOI:
10.1016/j.neuroimage.2019.116475
URN:
urn:nbn:de:0111-dipfdocs-191394
URL:
http://www.dipfdocs.de/volltexte/2020/19139/pdf/NeuroImage_2020_Brehmer_et_al_The_importance_of_the_ventromedial_prefrontal_cortex_A.pdf
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Assoziation; Gegenstand; Gedächtnis; Älterer Erwachsener; Älterer Mensch; Individuum; Unterschied; Ursachenforschung; Neurophysiologie; Hirnforschung; Strukturgleichungsmodell
Abstract:
Older adults show relatively minor age-related decline in memory for single items, while their memory for associations is markedly reduced. Inter-individual differences in memory function in older adults are substantial but the neurobiological underpinnings of such differences are not well understood. In particular, the relative importance of inter-individual differences in the medio-temporal lobe (MTL) and the lateral prefrontal cortex (PFC) for associative and item recognition in older adults is still ambiguous. We therefore aimed to first establish the distinction between inter-individual differences in associative memory (recollection-based) performance and item memory (familiarity-based) performance in older adults and subsequently link these two constructs to differences in cortical thickness in the MTL and lateral PFC regions, in a latent structural equation modelling framework. To this end, a sample of 160 older adults (65-75 years old) performed three intentional item-associative memory tasks, of which a subsample (n = 72) additionally had cortical thickness measures in MTL and PFC regions of interest available. The results provided support for a distinction between familiarity-based item memory and recollection-based associative memory performance in older adults. Cortical thickness in the ventro-medial prefrontal cortex was positively correlated with associative recognition performance, above and beyond any relationship between item recognition performance and cortical thickness in the same region and between associative recognition performance and brain structure in the MTL (parahippocampus). The findings highlight the relative importance of the ventromedial prefrontal cortex in allowing for intentional recollection-based associative memory functioning in older adults. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
A boon and a bane. Comparing the effects of prior knowledge on memory across the lifespan
Brod, Garvin; Lee Shing, Yee
Journal Article
| In: Developmental Psychology | 2019
39745 Endnote
Author(s):
Brod, Garvin; Lee Shing, Yee
Title:
A boon and a bane. Comparing the effects of prior knowledge on memory across the lifespan
In:
Developmental Psychology, 55 (2019) 6, S. 1326-1337
DOI:
10.1037/dev0000712
URL:
https://psycnet.apa.org/doiLanding?doi=10.1037%2Fdev0000712
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Vorwissen; Wissen; Wirkung; Gedächtnis; Lebensalter; Erinnerung; Fehler; Informationsverarbeitung; Objekt; Raum; Assoziation; Kind; Junger Erwachsener; Alter Mensch; Leistungsfähigkeit; Test; Altersgruppe; Vergleich
Abstract:
We tested 6- to 7-year-olds, 18- to 22-year-olds, and 67- to 74-year-olds on an associative memory task that consisted of knowledge-congruent and knowledge-incongruent object-scene pairs that were highly familiar to all age groups. We compared the 3 age groups on their memory congruency effect (i.e., better memory for knowledge-congruent associations) and on a schema bias score, which measures participants' tendency to commit knowledge-congruent memory errors. We found that prior knowledge similarly benefited memory for items encoded in a congruent context in all age groups. However, for associative memory, older adults and, to a lesser extent, children overrelied on their prior knowledge, as indicated by an enhanced congruency effect and schema bias. Functional MRI (fMRI) performed during memory encoding revealed an age-independent Memory × Congruency interaction in the ventromedial prefrontal cortex (vmPFC). Furthermore, the magnitude of vmPFC recruitment correlated positively with the schema bias. These findings suggest that older adults are most prone to rely on their prior knowledge for episodic memory decisions, but that children can also rely heavily on prior knowledge that they are well acquainted with. Furthermore, the fMRI results suggest that the vmPFC plays a key role in the assimilation of new information into existing knowledge structures across the entire life span. vmPFC recruitment leads to better memory for knowledge-congruent information but also to a heightened susceptibility to commit knowledge-congruent memory errors, in particular in children and older adults. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Exploring factors underlying children's acquisition and retrieval of sound-symbol association skills
Ehm, Jan-Henning; Lonnemann, Jan; Brandenburg, Janin; Huschka, Sina Simone; Hasselhorn, Marcus; […]
Journal Article
| In: Journal of Experimental Child Psychology | 2019
38561 Endnote
Author(s):
Ehm, Jan-Henning; Lonnemann, Jan; Brandenburg, Janin; Huschka, Sina Simone; Hasselhorn, Marcus; Lervåg, Arne
Title:
Exploring factors underlying children's acquisition and retrieval of sound-symbol association skills
In:
Journal of Experimental Child Psychology, 177 (2019) , S. 86-99
DOI:
10.1016/j.jecp.2018.07.006
URL:
https://www.sciencedirect.com/science/article/pii/S0022096518300389
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Kind; Kindergarten; Lesenlernen; Lautbildung; Assoziation; Symbol; Phonologie; Rechtschreibung; Feedback; Arbeitsgedächtnis; Test; Einsprachigkeit; Bilingualismus; Visuelle Wahrnehmung; Auditive Wahrnehmung; Einflussfaktor; Strukturgleichungsmodell; Regressionsanalyse
Abstract (english):
Letter knowledge is considered an important cognitive foundation for learning to read. The underlying mechanisms of the association between letter knowledge and reading skills are, however, not fully understood. Acquiring letter knowledge depends on the ability to learn and retrieve sound-symbol pairings. In the current study, this process was explored by setting preschool children's (N = 242, mean age = 5.57 years) performance in the acquisition and retrieval of a paired associate learning (PAL) task in relation to their letter knowledge as well as to their performance in tasks assessing precursors of reading skills (i.e., phonological awareness, rapid automatized naming, phonological short-term memory, backward recall, and response inhibition). Multiple regression analyses revealed that performance in the acquisition of the PAL task was significantly associated with phonological awareness and backward recall, whereas performance in the retrieval of the PAL task was significantly associated with rapid automatized nam- ing, phonological awareness, and backward recall. Moreover, PAL proved to be mediating the relation between reading precursors and letter knowledge. Together, these findings indicate that the acquisition of letter knowledge may depend on a visual-verbal associative learning mechanism and that different factors contribute to the acquisition and retrieval of such visual-verbal associations. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
The influence of visual-spatial skills on the association between processing of nonsymbolic […]
Lonnemann, Jan; Müller, Christian; Büttner, Gerhard; Hasselhorn, Marcus
Journal Article
| In: Journal of Experimental Child Psychology | 2019
38745 Endnote
Author(s):
Lonnemann, Jan; Müller, Christian; Büttner, Gerhard; Hasselhorn, Marcus
Title:
The influence of visual-spatial skills on the association between processing of nonsymbolic numerical magnitude and number word sequence skills
In:
Journal of Experimental Child Psychology, 178 (2019) , S. 184-197
DOI:
10.25656/01:17467
URN:
urn:nbn:de:0111-pedocs-174677
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-174677
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Deutschland; Einflussfaktor; Raumvorstellung; Mathematische Kompetenz; Mathematisches Denken; Kind; Vorschulalter; Grundschulalter; Visuelle Wahrnehmung; Zahlensystem; Wort; Assoziation; Größe; Vergleich; Arithmetik; Test
Abstract (english):
Nonsymbolic numerical magnitude processing skills are assumed to be fundamental to mathematical learning. Recent findings suggest that visual-spatial skills account for associations between children's performance in visually presented nonsymbolic numerical magnitude comparison tasks and their performance in visually presented arithmetic tasks. The aim of the current study was to examine whether associations between children's performance in visually presented tasks assessing nonsymbolic numerical magnitude processing skills and their performance in tasks assessing early mathematical skills, which do not involve visual stimulation, may also be mediated by visual-spatial skills. This line of reasoning is based on the assumption that children make use of mental visualization processes when working on tasks assessing early mathematical skills, such as knowledge of the sequence of number words, even when these tasks do not involve visual stimulation. We assessed 4- to 6-year-old children's performance in a nonsymbolic numerical magnitude comparison task, in tasks concerning knowledge of the sequence of number words, and in a developmental test to assess visual-spatial skills. Children's nonsymbolic numerical magnitude processing skills were found to be associated with their number word sequence skills. This association was fully mediated by interindividual differences in visual-spatial skills. The effect size of this mediation effect was small. We assume that the ability to construct mental visualizations constitutes the key factor under- lying this mediation effect. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Age differences in coupling of intraindividual variability in mnemonic strategies and […]
Hertzog, Christopher; Lövdén, Martin; Lindenberger, Ulman; Schmiedek, Florian
Journal Article
| In: Psychology and Aging | 2017
38050 Endnote
Author(s):
Hertzog, Christopher; Lövdén, Martin; Lindenberger, Ulman; Schmiedek, Florian
Title:
Age differences in coupling of intraindividual variability in mnemonic strategies and practice-related associative recall improvements
In:
Psychology and Aging, 32 (2017) 6, S. 557-571
DOI:
10.1037/pag0000177
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Gedächtnis; Arbeitsgedächtnis; Junger Erwachsener; Alter Mensch; Gedächtnishilfe; Strategie; Assoziation; Kognitive Prozesse; Leistungsfähigkeit; Wirkung; Effektivität; Leistungssteigerung; Test; Empirische Untersuchung; Vergleich
Abstract:
The importance of encoding strategies for associative recall is well established, but there have been no studies of aging and intraindividual variability (IAV) in strategy use during extended practice. We observed strategy use and cued-recall test performance over 101 days of practice in 101 younger adults (M = 25.6 years) and 103 older adults (M = 71.3 years) sandwiched by a pretest and posttest battery including an associative recall test. Each practice session included 2 lists of 12 number-noun paired-associate (PA) items (e.g., 23-DOGS), presented for brief exposures titrated to maintain below-ceiling performance throughout practice. Participants reported strategy use (e.g., rote repetition, imagery) after each test. Substantial IAV in strategy use was detected that was coupled with performance; lists studied with normatively effective strategies (e.g., imagery) generated higher PA recall than lists studied with less effective strategies (e.g., rote repetition). In comparison to younger adults, older adults' practice (a) relied more on repetition and less on effective strategies, (b) showed lower levels of IAV in effective strategy use, and (c) had lower within-person strategy-recall coupling, especially late in practice. Individual differences in pretest-posttest gains in PA recall were predicted by average level of effective strategy use in young adults but by strategy-recall coupling in older adults. Results are consistent with the hypothesis that experiencing variability in strategic outcomes during practice helps hone the effectiveness of strategic encoding behavior, and that older adults' reduced degree of pretest-posttest gains is influenced by lower likelihood of using and optimizing effective strategies through practice. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Readability for foreign language learning. The importance of cognates
Beinborn, Lisa; Zesch, Torsten; Gurevych, Iryna
Journal Article
| In: Recent Advances in Automatic Readability Assessment and Text Simplification: Special Issue of the International Journal of Applied Linguistics | 2014
35352 Endnote
Author(s):
Beinborn, Lisa; Zesch, Torsten; Gurevych, Iryna
Title:
Readability for foreign language learning. The importance of cognates
In:
Recent Advances in Automatic Readability Assessment and Text Simplification: Special Issue of the International Journal of Applied Linguistics, 165 (2014) 2, S. 136-162
DOI:
10.1075/itl.165.2.02bei
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
Assoziation; Deduktion; Einflussfaktor; Fremdsprache; Lesekompetenz; Leseverstehen; Messung; Modell; Muttersprache; Semantik; Spracherwerb; Textverständnis; Zweitsprachenerwerb
Abstract:
In this paper, we analyse the differences between L1 acquisition and L2 learning and identify four main aspects: input quality and quantity, mapping processes, cross-lingual influence, and reading experience. As a consequence of these differences, we conclude that L1 readability measures cannot be directly mapped to L2 readability. We propose to calculate L2 readability for various dimensions and for smaller units. It is particularly important to account for the cross-lingual influence from the learner's L1 and other previously acquired languages and for the learner's higher experience in reading.In our analysis, we focus on lexical readability as it has been found to be the most influential dimension for L2 reading comprehension. We discuss the features frequency, lexical variation, concreteness, polysemy, and context specificity and analyse their impact on L2 readability. As a new feature specific to L2 readability, we propose the cognateness of words with words in languages the learner already knows. A pilot study confirms our assumption that learners can deduce the meaning of new words by their cognateness to other languages. (DIPF/Orig.)
DIPF-Departments:
Informationszentrum Bildung
Negative priming persists in the absence of response-retrieval
Ihrke, Matthias; Behrendt, Jörg; Schrobsdorff, Hecke; Visser, Ingmar; Hasselhorn, Marcus
Journal Article
| In: Experimental Psychology | 2013
34147 Endnote
Author(s):
Ihrke, Matthias; Behrendt, Jörg; Schrobsdorff, Hecke; Visser, Ingmar; Hasselhorn, Marcus
Title:
Negative priming persists in the absence of response-retrieval
In:
Experimental Psychology, 60 (2013) 1, S. 12-21
DOI:
10.1027/1618-3169/a000169
URL:
https://econtent.hogrefe.com/doi/10.1027/1618-3169/a000169
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Assoziation; Emotion; Experimentelle Untersuchung; Gedächtnis; Kognitive Prozesse; Messung; Reaktion; Test; Verhalten; Wirkung
Abstract:
The hypothesis that retrieval of the prime response is responsible for the negative priming (NP) effect has gained popularity in recent studies of visual identity NP. In the current study we report an experiment in which we aimed to remove the response from the prime memory trace by means of spatio-temporal separation. Compared to an identical experiment without this separation (Ihrke et al., 2011), we find that the response-retrieval-specific interaction is absent indicating that the separation was successful in preventing response-retrieval. Still, both negative and positive priming are present as main effects which show that processes other than response-retrieval can produce NP. In addition, based on recordings of the eye-movements during task processing, we localize the NP effect in a target-selection process while positive priming manifests in facilitated response-selection. Our results are in line with a multiple-route view of NP.
DIPF-Departments:
Bildung und Entwicklung
Cognate production using character-based machine translation
Beinborn, Lisa; Zesch, Torsten; Gurevych, Iryna
Book Chapter
| Aus: Mitkov, Ruslan; Park, Jong C. (Hrsg.): Proceedings of the Sixth International Joint Conference on Natural Language Processing | Nagoya; Japan: Asian Federation of Natural Language Processing | 2013
34039 Endnote
Author(s):
Beinborn, Lisa; Zesch, Torsten; Gurevych, Iryna
Title:
Cognate production using character-based machine translation
In:
Mitkov, Ruslan; Park, Jong C. (Hrsg.): Proceedings of the Sixth International Joint Conference on Natural Language Processing, Nagoya; Japan: Asian Federation of Natural Language Processing, 2013 , S. 883-891
URL:
https://www.ukp.tu-darmstadt.de/fileadmin/user_upload/Group_UKP/publikationen/2013/IJCNLP_cognates_cameraready.pdf
Publication Type:
4. Beiträge in Sammelwerken; Tagungsband/Konferenzbeitrag/Proceedings
Language:
Englisch
Keywords:
Assoziation; Computerlinguistik; Computerprogramm; Computerunterstütztes Verfahren; Englisch; Experiment; Farsi; Fremdwort; Griechisch; Mehrsprachigkeit; Russisch; Training; Übersetzung
Abstract:
Cognates are words in different languages that are associated with each other by language learners. Thus, cognates are important indicators for the prediction of the perceived difficulty of a text. We introduce a method for automatic cognate production using character-based machine translation. We show that our approach is able to learn production patterns from noisy training data and that it works for a wide range of language pairs. It even works across different alphabets, e.g. we obtain good results on the tested language pairs English-Russian, English-Greek, and English-Farsi. Our method performs significantly better than similarity measures used in previous work on cognates.
DIPF-Departments:
Informationszentrum Bildung
Associative abilities underlying creativity
Benedek, Mathias; Könen, Tanja; Neubauer, Aljoscha C.
Journal Article
| In: Psychology of Aesthetics, Creativity, and the Arts | 2012
32404 Endnote
Author(s):
Benedek, Mathias; Könen, Tanja; Neubauer, Aljoscha C.
Title:
Associative abilities underlying creativity
In:
Psychology of Aesthetics, Creativity, and the Arts, 6 (2012) 3, S. 273-281
DOI:
10.1037/a0027059
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Assoziation; Denken; Empirische Untersuchung; Fähigkeit; Graz; Intelligenz; Kognitive Kompetenz; Kognitive Prozesse; Kreativität; Österreich; Student; Test
Abstract (english):
Empirical approaches to cognitive ability claim that divergent thinking represents a useful estimate for the potential of creative thought. According to associative approaches, the ability to fluently retrieve and combine remote associations was suggested to facilitate creative solutions. Taken together, these approaches suggest a close relationship of associative processes and divergent thinking, which so far, however, has not been properly tested. Therefore, the present study examines the validity of associative abilities with respect to divergent thinking, and also, on a more general level, with respect to creativity and intelligence. Four different word-association tasks were employed to assess associative fluency, associative flexibility, dissociative ability, and the ability of associative combination. The sample comprised 150 students from studies with varying amount of creativity-related demands. Associative abilities were found to explain about half of the variance of divergent thinking ability. Latent variable modeling confirmed the significance of dissociation and associative combination for creativity, but also substantiates the relevance of basic associative retrieval processes for intelligence. It is concluded that associative abilities represent valid elementary cognitive abilities underlying creativity.
DIPF-Departments:
Bildung und Entwicklung
Handbuch deutschsprachiger Wortnormen
Hager, Willi; Hasselhorn, Marcus (Hrsg.)
Compilation Book
| Göttingen: Hogrefe | 1994
7899 Endnote
Editor(s)
Hager, Willi; Hasselhorn, Marcus
Title:
Handbuch deutschsprachiger Wortnormen
Published:
Göttingen: Hogrefe, 1994
Publication Type:
2. Herausgeberschaft; Sammelband (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Wort; Normung; Assoziation; Semantik; Taxonomie; Persönlichkeitsmerkmal; Daten
Abstract:
Daten aus deutschsprachigen Wortnormierungsstudien werden vorgelegt. Wortnormen sind Durchschnittswerte von Variablenausprägungen für spezielle Erlebnisqualitäten, die durch einzelne Wörter bei Personen ausgelöst werden. Die Normen können sowohl in der Grundlagenforschung wie zu therapeutischen Zwecken herangezogen werden. Zwei Disketten, auf denen die Normen in Form von Tabellen gespeichert sind, liegen dem Buch bei. - Inhalt: (1) W. Hager und M. Hasselhorn: Wortnormen - eine Übersicht. (2) M. Hasselhorn und W. Hager: Assozivitätsnormen zur Bestimmung von Inter-Item-Relationen. (3) M. Hasselhorn und W. Hager: Assoziationsnormen zur Prüfung von Zusammenhängen zwischen assoziativer Bedeutungshaltigkeit, eingeschätzer Bedeutungshaltigkeit und Bildhaftigkeit. (4) C. B. Riedlinger: Wortassoziationsnormen für 80 konkrete deutsche Reizwörter. (5) M. Hasselhorn und D. Grube: Erstassoziation von Kindern und Erwachsenen zu 53 konkreten Substantiven. (6) M. Hasselhorn: Assoziativitätseinschätzungen von Kindern und Erwachsenen. (7) P. Schmuck: Restringierte Assoziationsbefragung zu 56 Begriffen der Alltagssprache. (8) M. Hasselhorn und W. Hager: Normen der kategorialen Typizität. (9) H.-R. Mannhaupt: Produktionsnormen für verbale Reaktionen zu 40 geläufigen Kategorien. (10) A. Flammer, C. Reisbeck und S. Stadler: Typikalitätsnormen für dreizehn Begriffe in einer deutschschweizerischen Studentenpopulation. (11) M. Hasselhorn, A. Jaspers und M.-D. Hernando: Typizitätsnormen zu zehn Kategorien für Kinder von der Vorschule bis zum vierten Schuljahr. (12) D. Grube und M. Hasselhorn: Aufzählen von Tierexemplaren bei Grundschulkindern. (13) M. Hasselhorn: Typizitätsnormen zu sechs taxonomischen und acht thematischen Kategorien. (14) T. Eckes: Zur internen Struktur semantischer Kategorien. (15) W. Hager und M. Hasselhorn: Instruktionen, Skalen und Versuchspersonenökonomie von kogntiv-semantischen Wortattributen. (16) I.-L. Baschek u.a.: Bildhaftigkeit, Konkretheit und Bedeutungshaltigkeit von 800 Substantiven. (17) H. Offe, G. Anneken und E. Kessler: Normen für die Konkretheits- und Vorstellbarkeitseinschätung von 234 Substantiven. (18) C. Heupst und W. Hager: Bildhaftigkeit und Konkretheit-Abstraktheit von 100 besonders kurzen und 100 besonders langen Substantiven. (19) W. Hager u.a. : Bedeutungshaltigkeit von 229 der Substantive von Offe, Anneken und Kessler sowie von 100 besonders kurzen und 100 besonders langen Substantiven. (20) W. Hager: Bildhaftigkeit, Konkretheit-Abstraktheit und Bedeutungshaltigkeit von 63 mehrdeutigen Substantiven. (21) W. Wippich und J. Bredenkamp: Bildhaftigkeit, Konkretheit und Bedeutungshaltigkeit von 498 Verben und 400 Adjektiven. (22) W. Hager und M. Hasselhorn: Über Variablen, die eingeschätzt werden sollen, und Variablen, die eingeschätzt werden: Emotionalität, Angenehmheit, Prägnanz, Erwünschtheit und Sympathie. (23) W. Hager u.a.: Emotionsgehalt, Bildhaftigkeit, Konkretheit und Bedeutungshaltigkeit von 580 Adjektiven. (24) H. Möller und W. Hager: Angenehmheit, Bedeutungshaltigkeit, Bildhaftigkeit und Konkretheit-Abstraktheit von 452 Adjektiven. (25) M. Schwibbe u.a.: Zum emotionalen Gehalt von Substantiven, Adjektiven und Verben. (26) M. Busz u.a.: Die soziale Bewertung von 880 Eigenschaftsbegriffen sowie die Analyse der Ähnlichkeitsbeziehungen zwischen einigen dieser Begriffe. (27) J. Klapprott: Erwünschtheit und Bedeutung von 338 alltagspsychologischen Eifenschaftsbegriffen. (28) S. Mecklenbräuker, W. Hager und H. Möller: Erwünschtheit von 908 Eigenschaften bei Frauen und Männern aus der Sicht von Männern und Frauen. (29) W. Hager und M. Hasselhorn: Typizitätseinschätzungen zu Normans Fünf-Faktoren-, zu Wiggins' "Circumplex"-, zu Eysencks PEN- und zu Osgoods EAP-Modell. (30) A. Angleitner und F. Ostendorf: Von aalglatt bis zynisch: Merkmale persönlichkeitsbeschreibender Begriffe. (31) F. Ostendorf: Zur Taxonomie deutscher Dispositionsbegriffe. (DIPF/übernommen)
DIPF-Departments:
Bildung und Entwicklung
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