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From byproduct to design factor. On validating the interpretation of process indicators based on […]
Goldhammer, Frank; Hahnel, Carolin; Kroehne, Ulf; Zehner, Fabian
Journal Article
| In: Large-scale Assessments in Education | 2021
41612 Endnote
Author(s):
Goldhammer, Frank; Hahnel, Carolin; Kroehne, Ulf; Zehner, Fabian
Title:
From byproduct to design factor. On validating the interpretation of process indicators based on log data
In:
Large-scale Assessments in Education, 9 (2021) , S. 20
DOI:
10.1186/s40536-021-00113-5
URN:
urn:nbn:de:0111-pedocs-250050
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-250050
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Leistungstest; Logdatei; PISA <Programme for International Student Assessment>; PIAAC <Programme for the International Assessment of Adult Competencies>; Datenanalyse; Interpretation; Leistungsmessung; Messverfahren; Indikator; Typologie; Testkonstruktion; Testtheorie
Abstract (english):
International large-scale assessments such as PISA or PIAAC have started to provide public or scientific use files for log data; that is, events, event-related attributes and timestamps of test-takers' interactions with the assessment system. Log data and the process indicators derived from it can be used for many purposes. However, the intended uses and interpretations of process indicators require validation, which here means a theoretical and/or empirical justification that inferences about (latent) attributes of the test-taker's work process are valid. This article reviews and synthesizes measurement concepts from various areas, including the standard assessment paradigm, the continuous assessment approach, the evidence-centered design (ECD) framework, and test validation. Based on this synthesis, we address the questions of how to ensure the valid interpretation of process indicators by means of an evidence-centered design of the task situation, and how to empirically challenge the intended interpretation of process indicators by developing and implementing correlational and/or experimental validation strategies. For this purpose, we explicate the process of reasoning from log data to low-level features and process indicators as the outcome of evidence identification. In this process, contextualizing information from log data is essential in order to reduce interpretative ambiguities regarding the derived process indicators. Finally, we show that empirical validation strategies can be adapted from classical approaches investigating the nomothetic span and construct representation. Two worked examples illustrate possible validation strategies for the design phase of measurements and their empirical evaluation. (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
URN:
urn:nbn:de:0111-pedocs-237977
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-237977
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
Dimensional comparison effects on (gendered) educational choices
Jansen, Malte; Becker, Michael; Neumann, Marko
Journal Article
| In: Journal of Educational Psychology | 2021
40547 Endnote
Author(s):
Jansen, Malte; Becker, Michael; Neumann, Marko
Title:
Dimensional comparison effects on (gendered) educational choices
In:
Journal of Educational Psychology, 113 (2021) 2, S. 330-350
DOI:
10.25656/01:22045
URN:
urn:nbn:de:0111-pedocs-220459
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-220459
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Gymnasium; Mathematikunterricht; Naturwissenschaftlicher Unterricht; Sekundarstufe II; Leistungskurs; Schüler; Erwartung; Wahlpflichtfach; Interesse; Selbstkonzept; Motiv <Psy>; Wirkung; Bildungserfolg; Bildungsaspiration; Studienwahl; Prognose; Geschlechtsspezifischer Unterschied; Vergleich; Längsschnittuntersuchung; Berlin; Deutschland;
Abstract:
Expectancy-value theory (EVT) proposes that students' appraisals of success expectancy and task value are the main drivers of their study and career choices. Dimensional comparison theory proposes that these beliefs are themselves affected by students comparing their ability across different domains. However, only a few studies have aimed to integrate these approaches and clarify the role of dimensional comparisons within EVT. Using longitudinal data, we aimed to fill this gap by studying within- and cross-domain effects of achievement (grades and test scores), academic self-concept (as a surrogate for expectancy beliefs), and values on German adolescents' (N = 519) high school course choices and their intentions to major in a STEM subject at university. We show that (a) self-concepts predicted course choices, whereas values predicted STEM study intentions; (b) dimensional comparison patterns (positive within-domain and negative across-domain relations) were present; (c) gender differences in course choices were mediated by differences in achievement, self-concept, and value; and (d) there was an incremental gender effect on STEM study intentions above and beyond achievement, self-concept, value, and previous course choices. Furthermore, overall, a model incorporating cross-domain paths representing dimensional comparisons fit the data better than a model without these paths. We conclude that direct and indirect dimensional comparison effects contribute to predicting choices of high school courses and university majors and to understanding gender differences in these choices. We recommend that studies in the EVT framework include cross-domain effects. (DIPF/Orig.)
DIPF-Departments:
Struktur und Steuerung des Bildungswesens
Gender differences in the comorbidity of ADHD symptoms and specific learning disorders in a […]
Kerner auch Koerner, Julia; Visser, Linda; Rothe, Josefine; Schulte-Körne, Gerd; Hasselhorn, Marcus
Journal Article
| In: Sustainability | 2021
41553 Endnote
Author(s):
Kerner auch Koerner, Julia; Visser, Linda; Rothe, Josefine; Schulte-Körne, Gerd; Hasselhorn, Marcus
Title:
Gender differences in the comorbidity of ADHD symptoms and specific learning disorders in a population-based sample
In:
Sustainability, 13 (2021) 1, S. 8440
DOI:
10.3390/su13158440
URL:
https://www.mdpi.com/2071-1050/13/15/8440
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Sekundärkrankheit; Geschlechtsspezifischer Unterschied; Lernschwierigkeit; Leseschwäche; Rechtschreibschwäche; Rechenschwäche; Dyslexie; Dyskalkulie; Lehrer; Unterstützung; Schülerleistung; Grundschule; Schüler; Schülerin; Schuljahr 03; Schuljahr 04; Test; Befragung; Fragebogen; Empirische Untersuchung; Bayern; Hessen; Deutschland
Abstract:
Children with attention deficit hyperactivity disorder (ADHD) often exhibit comorbid specific learning disorders. In clinical samples, comorbidity in girls with ADHD tends to be more common than in boys with ADHD. However, this is not the case in studies of random samples. In this paper gender differences in the comorbidity of ADHD symptoms and learning disorders in reading, spelling and math are explored in a population-based sample of 2605 3rd and 4th graders (1304 girls) without symptoms of ADHD and 415 (141 girls) with symptoms of ADHD. Girls with ADHD symptoms had higher ratios of comorbid math disorders than boys with ADHD symptoms, but not with reading or spelling disorders. Math achievement was predicted by gender and by symptoms of inattention. Girls with ADHD symptoms and math disorders received the same amount of additional support from teachers or therapists as boys with ADHD symptoms and math disorders. Our results highlight the importance of exploring the increased comorbidity of specific learning disorders in children with ADHD symptoms and especially with math disorders in girls with ADHD symptoms. Implications for providing suitable interventions and preventing the accumulation of academic problems are discussed. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
What matters when? Social and dimensional comparisons in the context of university major choice
Keyserlingk, Luise von; Dicke, Anna-Lena; Becker, Michael; Eccles, Jacquelynne J.
Journal Article
| In: AERA Open | 2021
42044 Endnote
Author(s):
Keyserlingk, Luise von; Dicke, Anna-Lena; Becker, Michael; Eccles, Jacquelynne J.
Title:
What matters when? Social and dimensional comparisons in the context of university major choice
In:
AERA Open, 7 (2021)
DOI:
10.1177/23328584211020711
URN:
urn:nbn:de:0111-pedocs-251726
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-251726
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Schüler; Student; Studienfach; Fächerwahl; Leistung; Vergleich; Standard; Fähigkeit; Selbstkonzept; Mathematik; Deutsch; Sekundarbereich; Schuljahr 12; Universität; Längsschnittuntersuchung; Leistungstest; Messung; Befragung; Datenanalyse; Strukturgleichungsmodell; Mehrebenenanalyse; Empirische Untersuchung; Deutschland
Abstract:
Students compare their achievement to different standards in order to evaluate their ability. We built on the theoretical frameworks of situated expectancy-value theory, dimensional comparison theory, and the big-fish-little-pond effect literature to examine the role of social and dimensional comparisons for ability self-concept and subjective task value (STV) in secondary school and university major choice. We used two German longitudinal data sets from different cohorts with data collection in 12th grade and 2 years after high school graduation (Study 1: N = 2,207, Study 2: N = 1,710). Dimensional and social comparisons predicted students' self-concept and domain-specific STV in school: Individual achievement was positively related to ability self-concept and STV in the corresponding domain and negatively related in the noncorresponding domain. School-level mean achievement was negatively related to ability self-concept and STV in the corresponding domain. Dimensional comparisons were directly related to university major choice, social comparisons were only indirectly related. (DIPF/Orig.)
DIPF-Departments:
Struktur und Steuerung des Bildungswesens
Content-specificity of teachers' judgment accuracy regarding students' academic achievement
Kolovou, Dimitra; Naumann, Alexander; Hochweber, Jan; Praetorius, Anna-Katharina
Journal Article
| In: Teaching and Teacher Education | 2021
41044 Endnote
Author(s):
Kolovou, Dimitra; Naumann, Alexander; Hochweber, Jan; Praetorius, Anna-Katharina
Title:
Content-specificity of teachers' judgment accuracy regarding students' academic achievement
In:
Teaching and Teacher Education, 100 (2021) , S. 103298
DOI:
10.1016/j.tate.2021.103298
URN:
urn:nbn:de:0111-pedocs-238937
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-238937
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Schülerleistung; Lehrer; Bewertung; Genauigkeit; Konsistenz <Psy>; Unterrichtsfach; Bildungsinhalt; Mathematik; Deutsch; Test; Mehrebenenanalyse; Multivariate Analyse; Modell; Sekundarstufe I; Schuljahr 07; Empirische Untersuchung; Zürich; Kanton; Schweiz
Abstract:
Teachers' accuracy in judging students' achievement is often assumed to be a general ability of teachers. Based on this assumption, teachers should be at least consistent in their accuracy across different content domains within a school subject. Yet, this assumption has rarely been investigated empirically so far. Data from 54 mathematics teachers (N = 1170 students) and 55 language teachers (N = 1255 students) were analysed using a Bayesian multivariate multilevel modelling approach. Results indicate that latent accuracy measures across content domains indeed are substantially correlated within both investigated subjects, but may still be considered to represent different dimensions. (DIPF/Orig.)
DIPF-Departments:
Lehr und Lernqualität in Bildungseinrichtungen
Improving reading rates and comprehension? Benefits and limitations of the reading acceleration […]
Korinth, Sebastian; Nagler, Telse
Journal Article
| In: Language and Linguistics Compass | 2021
41072 Endnote
Author(s):
Korinth, Sebastian; Nagler, Telse
Title:
Improving reading rates and comprehension? Benefits and limitations of the reading acceleration approach
In:
Language and Linguistics Compass, 15 (2021) 3, S. e12408
DOI:
10.1111/lnc3.12408
URL:
https://onlinelibrary.wiley.com/doi/10.1111/lnc3.12408
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Empirische Forschung; Lesen; Leseverstehen; Lesegeschwindigkeit; Leistungssteigerung; Lesekompetenz; Schulanfänger; Unterrichtsmethode; Wirkung; Validität; Messverfahren; Aufmerksamkeit; Arbeitsgedächtnis; Einflussfaktor; Grundschüler; Sprache; Forschungsstand
Abstract (english):
The reading acceleration phenomenon refers to the effect that experimentally induced time constraints can generate instantaneous improvements of reading rate, accuracy and comprehension among typical and reading impaired readers of different age groups. An overview of studies applying the fading manipulation (i.e., letters are erased in reading direction), which induces the time constraints causing the acceleration phenomenon, is provided in the first part of this review. The second part summarises the outcomes of studies using a training approach called the reading acceleration program (RAP) that integrated core principles of the acceleration phenomenon to generate persistent reading performance improvements. Our review shows ample evidence for the validity of the acceleration phenomenon, since it has been replicated across various languages and populations. However, although there are several explanatory approaches for underlying mechanisms, none of them is well substantiated by empirical evidence so far. Similarly, although generally positive effects of RAP training were reported for several languages and groups of readers, the exact mechanisms causing improved reading rates and comprehension are not well understood. Our critical discussion points out several limitations of RAP that call for further research. However, we also highlight several benefits regarding RAP's potential as an intervention approach for enhancements in reading performance. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Ambulatory assessment of rumination and worry. Capturing perseverative cognitions in children's […]
Kramer, Andrea C.; Neubauer, Andreas B.; Leonhardt, Anja; Brose, Annette; Dirk, Judith; […]
Journal Article
| In: Psychological Assessment | 2021
41467 Endnote
Author(s):
Kramer, Andrea C.; Neubauer, Andreas B.; Leonhardt, Anja; Brose, Annette; Dirk, Judith; Schmiedek, Florian
Title:
Ambulatory assessment of rumination and worry. Capturing perseverative cognitions in children's daily life
In:
Psychological Assessment, 33 (2021) 9, S. 827-842
DOI:
10.1037/pas0001020
URN:
urn:nbn:de:0111-pedocs-243171
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-243171
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Kind; Denken; Wiederholung; Negativität; Kognition; Affekt; Wohlbefinden; Arbeitsgedächtnis; Leistung; Messverfahren; Validität; Psychometrie; Grundschüler; Fragebogen; Test; Smartphone; Empirische Untersuchung; Frankfurt a.M.; Deutschland
Abstract:
Rumination and worry are common forms of perseverative cognition in children. Research has started to target perseverative cognitions in the everyday life of children, however, valid measurement instruments reliably capturing rumination and worry in children's daily life are still missing. We conducted two ambulatory assessment studies validating short scales suitable for the measurement of rumination and worry in children's daily life. Results of the first study (N = 110, 8-11 year-olds, 31 days, up to 4 daily measurements) supported a unidimensional structure of the rumination scale. Rumination was associated with negative affect (but not positive affect) on the within- and on the between-person level. On the between-person level, children who ruminated more showed poorer working memory performance. In the second study (N = 84, 8-10 year-olds, 21 days, up to 3 daily measurements), findings of Study 1 were largely replicated. Moreover, we established a unidimensional worry scale in Study 2 reliably capturing worry in children's daily life. Importantly, Study 2 showed that worry and rumination share common variance but can be differentiated in children. On the within-person level, higher levels of worry were associated with higher levels of negative affect and lower levels of positive affect. On the between-person level, worry was associated with higher levels of negative affect and lower working memory performance. Altogether, findings of both studies demonstrated that the short scales had excellent psychometric properties suggesting that they are helpful tools for the assessment of rumination and worry in children's daily life.person level, worry was associated with higher levels of negative affect and lower working memory performance. Altogether, findings of both studies demonstrated that the short scales had excellent psychometric properties suggesting that they are helpful tools for the assessment of rumination and worry in children's daily life. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Segregierte Schulmilieus, variierende Unterrichtsbedingungen und Lernleistungen der Schülerinnen […]
Kraus, Thorben; Weishaupt, Horst; Hosenfeld, Ingmar
Journal Article
| In: Zeitschrift für Grundschulforschung | 2021
40945 Endnote
Author(s):
Kraus, Thorben; Weishaupt, Horst; Hosenfeld, Ingmar
Title:
Segregierte Schulmilieus, variierende Unterrichtsbedingungen und Lernleistungen der Schülerinnen und Schüler. Eine Analyse mit Daten der Grundschulen in Rheinland-Pfalz 2015/16
In:
Zeitschrift für Grundschulforschung, 14 (2021) 1, S. 129-148
DOI:
10.1007/s42278-020-00102-7
URL:
https://link.springer.com/article/10.1007%2Fs42278-020-00102-7
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Bedingung; Deutschland; Grundschule; Korrelation; Lernen; Lernstandserhebung; Leseverstehen; Mathematische Kompetenz; Migrationshintergrund; Milieu; Modellbildung; Papier-Bleistift-Test; Personal; Rheinland-Pfalz; Schule; Schüler; Schülerleistung; Schulorganisation; Schulstatistik; Segregation; Sonderpädagogischer Förderbedarf; Soziale Benachteiligung; Sprache; Unterricht
Abstract:
Auf der Grundlage der VERA3-Daten der Grundschulen in Rheinland-Pfalz wird der Zusammenhang zwischen der sozialen Zusammensetzung der Schülerinnen und Schüler der einzelnen Schulen und den durchschnittlichen Leistungen im Leseverstehen und in Mathematik analysiert. Besonders interessiert der vermittelnde Einfluss der schulstatistisch erfassten schul- und unterrichtsorganisatorischen Bedingungen, weil sie - im Gegensatz zu der familiären Situation der Schülerinnen und Schüler - schulpolitisch beeinflusst werden können. Neben deskriptiven Befunden wird ein Pfadmodell berechnet, in das die schulorganisatorischen Variablen als vermittelnde Prozessvariablen des Zusammenhangs zwischen Merkmalen der Schülerschaft und den gemessenen durchschnittlichen Leistungen enthalten sind. (DIPF/Orig.)
Abstract (english):
Drawing on data from the VERA3 study of primary schools in Rhineland-Palatinate, the authors analyze the correlation between social compositions of students in individual schools and average reading and mathematics achievement. Particular attention is paid to the mediating influence of school statistically relevant conditions of school and instructional organization, which - other than the family background - can be influenced by educational policy-making. Alongside presenting descriptive findings, the authors calculate a path model which contains the school organizational variables as mediating process variables of the correlation between student population variables and measured average achievement. (DIPF/Orig.)
DIPF-Departments:
Struktur und Steuerung des Bildungswesens
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
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