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Education processes in life-course-specific learning environments
Bäumer, Thomas; Preis, Nina; Roßbach, Hans-Günther; Stecher, Ludwig; Klieme, Eckhard
Journal Article
| In: Zeitschrift für Erziehungswissenschaft | 2011
31815 Endnote
Author(s):
Bäumer, Thomas; Preis, Nina; Roßbach, Hans-Günther; Stecher, Ludwig; Klieme, Eckhard
Title:
Education processes in life-course-specific learning environments
In:
Zeitschrift für Erziehungswissenschaft, 14 (2011) 2, S. 87-101
DOI:
10.1007/s11618-011-0183-6
URL:
http://dx.doi.org/10.1007/s11618-011-0183-6
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
Bildungsgang; Bildungslebenslauf; Bildungsprozess; Deutschland; Einflussfaktor; Familie; Formale Bildung; Informelles Lernen; Konzeption; Längsschnittuntersuchung; Lernbedingungen; Lernumgebung; Lernzeit; Nichtformale Bildung; Panel; Qualität; Übergang
Abstract:
Säule 2 des Nationalen Bildungspanels konzeptualisiert und operationalisiert die Lerngelegenheiten, welche Individuen im Laufe ihres Lebens erfahren. Diese Lerngelegenheiten können in unterschiedlichen formalen, non-formalen, informellen und familialen Lernumwelten stattfinden. Sie werden nicht nur quantitativ sondern auch hinsichtlich ihrer Qualität erfasst. Die Qualität der Lerngelegenheiten wird innerhalb eines Angebot-Nutzen-Modells formuliert, welches eine sozial-umweltbezogene mit einer individuumsbezogenen Perspektive verbindet. Zur Verfügung gestellt werden Informationen darüber, welche Lerngelegenheiten von einer Person in welcher Intensität und Dauer genutzt werden und soweit möglich eine Einschätzung ihrer Qualität. An bedeutsamen Schnittstellen (etwa der Einschulung) werden zudem Beziehungen und Übergänge zwischen verschiedenen Lernumwelten betrachtet. Wenngleich die individuelle Perspektive im Fokus des Nationalen Bildungspanels steht, werden in verschiedenen Kohorten und Etappen neben der Zielperson auch weitere Akteure um eine Einschätzung der Lernumwelten gebeten. Dies führt zu einer umfassenden Sicht auf die Kumulation von Lernerfahrungen und deren Einflüsse auf Kompetenzentwicklung, Bildungsverläufe und Bildungsentscheidungen. (DIPF/Orig.)
Abstract (english):
Pillar 2 of the German National Educational Panel Study conceptualizes and operationalizes the learning opportunities individuals experience throughout their lives. These learning opportunities can take place in different formal, nonformal, informal, and familial learning environments. They are captured not only quantitatively but also concerning their quality. The quality of learning opportunities is framed within an opportunity-use model to bring together a social-environmental and an individual perspective. The information to be provided covers what learning opportunities an individual uses, their duration and intensity and whenever possible an estimation of their quality. Also, relations and transitions between different learning environments are covered at some critical intersections (e.g., school enrollment). Whereas the individual perspective stands at the focus of the National Educational Panel Study, different actors beside the target person contribute to the assessment of learning environments in specific cohorts and at specific stages. This leads to a comprehensive view of the cumulation of learning experiences and its effects on competence development, educational biographies, and educational decisions. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
EEG alpha synchronization is related to top-down processing in convergent and divergent thinking
Benedek, Mathias; Bergner, Sabine; Könen, Tanja; Fink, Andreas; Neubauer, Aljoscha C.
Journal Article
| In: Neuropsychologia | 2011
31955 Endnote
Author(s):
Benedek, Mathias; Bergner, Sabine; Könen, Tanja; Fink, Andreas; Neubauer, Aljoscha C.
Title:
EEG alpha synchronization is related to top-down processing in convergent and divergent thinking
In:
Neuropsychologia, 49 (2011) 12, S. 3505-3511
DOI:
10.1016/j.neuropsychologia.2011.09.004
URL:
http://dx.doi.org/10.1016/j.neuropsychologia.2011.09.004
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Denken; Experimentelle Untersuchung; Gehirn; Kognitive Prozesse; Kreativität; Neuropsychologie; Testaufgabe
Abstract (english):
Synchronization of EEG alpha activity has been referred to as being indicative of cortical idling, but according to more recent evidence it has also been associated with active internal processing and creative thinking. The main objective of this study was to investigate to what extent EEG alpha synchronization is related to internal processing demands and to specific cognitive process involved in creative thinking. To this end, EEG was measured during a convergent and a divergent thinking task (i.e., creativity-related task) which once were processed involving low and once involving high internal processing demands. High internal processing demands were established by masking the stimulus (after encoding) and thus preventing further bottom-up processing. Frontal alpha synchronization was observed during convergent and divergent thinking only under exclusive top-down control (high internal processing demands), but not when bottom-up processing was allowed (low internal processing demands). We conclude that frontal alpha synchronization is related to top-down control rather than to specific creativity-related cognitive processes. Frontal alpha synchronization, which has been observed in a variety of different creativity tasks, thus may not reflect a brain state that is specific for creative cognition but can probably be attributed to high internal processing demands which are typically involved in creative thinking.
DIPF-Departments:
Bildung und Entwicklung
Activating positive affective experiences in the classroom. "Nice to have" or something more?
Buff, Alex; Reusser, Kurt; Rakoczy, Katrin; Pauli, Christine
Journal Article
| In: Learning and Instruction | 2011
30378 Endnote
Author(s):
Buff, Alex; Reusser, Kurt; Rakoczy, Katrin; Pauli, Christine
Title:
Activating positive affective experiences in the classroom. "Nice to have" or something more?
In:
Learning and Instruction, 21 (2011) 3, S. 452-466
DOI:
10.1016/j.learninstruc.2010.07.008
URL:
http://dx.doi.org/10.1016/j.learninstruc.2010.07.008
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Affektive Entwicklung; Kognitive Prozesse; Lernerfolg; Mathematische Kompetenz; Motivation; Schüler
Abstract (english):
This study investigated students activating positive affective experiences in mathematics lessons, their antecedents, their cognitive and motivational consequences, as well as their effect on achievement. The participants were 682 Grade 8 and 9 students from 37 classes from Germany and Switzerland who participated in a video study of lessons on the Pythagorean theorem. Control and value beliefs as well as autonomy support proved to be relevant predictors of positive affective experiences. Moreover, positive affective experiences were associated with more cognitive activity during the lessons, which for its part predicted achievement in the posttest. In a follow-up test, there was also an indirect effect of positive affective experiences on achievement, mediated by cognitive activity and expectancy of success.
DIPF-Departments:
Bildungsqualität und Evaluation
Aging and executive functioning. A training study on focus-switching
Dorbath, Lara; Hasselhorn, Marcus; Titz, Cora
Journal Article
| In: Frontiers in Psychology | 2011
32038 Endnote
Author(s):
Dorbath, Lara; Hasselhorn, Marcus; Titz, Cora
Title:
Aging and executive functioning. A training study on focus-switching
In:
Frontiers in Psychology, 2 (2011) , S. 1-12
DOI:
10.3389/fpsyg.2011.00257
URL:
http://www.frontiersin.org/cognition/10.3389/fpsyg.2011.00257/full
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Alter; Altern; Arbeitsgedächtnis; Einflussfaktor; Informationsverarbeitung; Kognitive Prozesse; Psychologische Forschung; Reaktion; Testdurchführung; Training; Unterschied; Veränderung; Wirkung
Abstract (english):
Many studies suggest that age differences in a variety of cognitive tasks are due to age-related changes in executive control processes. However, not all executive control processes seem to be age-sensitive. Recently, Verhaeghen and colleagues (e.g., Verhaeghen et al. 2005) described dissociable age effects in an executive control process responsible for the switching of representations between different functional units of working memory. This so called focus-switching process has two components: (1) the switching of representations from an activated part of long-term memory into a region of immediate access (focus of attention) and (2) the maintenance of representations outside the focus of attention. Age-related deficits occurred in maintaining representations outside the focus of attention, but were absent in switching representations into and out of the focus of attention (e.g., Dorbath and Titz 2011). In the present study we applied a training approach to examine age-related differences in the trainability of maintenance and switching. We investigated 85 younger (age 19-35, M=24.07, SD=3.79) and 91 older (age 59-80, M=66.27, SD=4.75) adults using a continuous counting task in a pretest-training-posttest design. The participants were assigned to one of four training conditions differing in the demand to switch or to maintain. The results suggest the influence of training in both components of focus-switching for both, younger and older adults. However, age differences in the amount of training gains were observed. With respect to maintenance the results indicate a compensatory effect of training for older adults who improved their performance to the level of younger adults. With respect to switching, younger adults benefitted more from training than older adults. Trainability is thus reduced in older adults with respect to switching, but not for maintenance.
DIPF-Departments:
Bildung und Entwicklung
Multitasking in adults with ADHD
Gawrilow, Caterina; Merkt, Julia; Goossens Merkt, Heinrich; Bodenburg, Sebastian; Wendt, Mike
Journal Article
| In: Attention Deficit and Hyperactivity Disorders | 2011
31958 Endnote
Author(s):
Gawrilow, Caterina; Merkt, Julia; Goossens Merkt, Heinrich; Bodenburg, Sebastian; Wendt, Mike
Title:
Multitasking in adults with ADHD
In:
Attention Deficit and Hyperactivity Disorders, 3 (2011) 3, S. 253-264
DOI:
10.1007/s12402-011-0056-0
URL:
http://dx.doi.org/10.1007/s12402-011-0056-0
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Aufmerksamkeits-Hyperaktivitäts-Defizit-Störung; Erwachsener; Experimentelle Untersuchung; Kognitive Prozesse; Leistungsfähigkeit; Motivation; Stimmung; Testaufgabe
Abstract (english):
Adults with ADHD have problems in everyday multitasking situations presumably because of deficits in executive functions. The present study aims to find out (a) whether adults with ADHD show deficient multitasking performance in a standardized task, (b) how they perceive the multitasking situation, and (c) which task structure might be beneficial for them as compared with adults without ADHD. Therefore, we experimentally compared task performance, mood, and motivation in a group of 45 men with ADHD (M-age = 34.47, SD = 9.95) with a comparison group of 42 men without ADHD (M-age = 31.12, SD = 10.59) in three conditions: (a) a multitasking paradigm, (b) an interleaving condition in which tasks had to be performed without planning or monitoring, and (c) a non-interleaving condition. Our results showed no impaired multitasking performance in adults with ADHD. However, they showed better mood and more motivation in the non-interleaving condition.
DIPF-Departments:
Bildung und Entwicklung
Kognitive Kontrolle und Selbstregulation bei Kindern mit Aufmerksamkeitsdefizit-/ […]
Gawrilow, Caterina; Schmitt, Kathrin; Rauch, Wolfgang
Journal Article
| In: Kindheit und Entwicklung | 2011
8540 Endnote
Author(s):
Gawrilow, Caterina; Schmitt, Kathrin; Rauch, Wolfgang
Title:
Kognitive Kontrolle und Selbstregulation bei Kindern mit Aufmerksamkeitsdefizit-/ Hyperaktivitätsstörungen
In:
Kindheit und Entwicklung, 20 (2011) 1, S. 41-48
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Hyperaktivität; Kind; Selbstregulation; Kognitive Prozesse; Kontrolle; Aufmerksamkeit; Diagnose; Entwicklungsstörung; Modell; Impulsivität; Intervention; Therapie; Strategie; Neuropsychologie; Deutschland
Abstract:
Kinder mit ADHS sind unaufmerksam, impulsiv und hyperaktiv, was zu Lern- und Leistungsstörungen sowie zu Schwierigkeiten im Umgang mit Eltern, Lehrern und Gleichaltrigen führt. Aktuell wird ADHS im Zusammenhang mit Selbstregulationsdefiziten diskutiert. Demzufolge gehen die Probleme der von ADHS Betroffenen auf mangelnde Selbstregulationsfähigkeiten sowie defizitäre exekutive Funktionen und dabei vor allem auf mangelnde kognitive Kontrolle zurück. Folglicherscheinen Interventionen, die auf die Förderung der Selbstregulation abzielen (z. B. Wenn-Dann-Pläne) als vielversprechend für die Besserung einer ADHS-Symptomatik. (DIPF/Orig.)
Abstract (english):
Children with ADHD are inattentive, impulsive, and hyperactive. These symptoms result in disorders of learning as well as in frequent conflicts with parents, teachers, and peers. ADHD symptoms are explained by self- regulation deficits. Hence, difficulties shown by children, adolescents, and adults with ADHD are assumed to be related to self-regulation deficits as well as to executive function deficits and mainly deficits in cognitive control. Therefore, interventions that aim to facilitate self-regulation in children with ADHD (i. e., if-then-plans) are particularly promising. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Reduced sensory oscillatory activity during rapid auditory processing as a correlate of […]
Heim, Sabine; Friedman, Jennifer Thomas; Keil, Andreas; Benasich, April A.
Journal Article
| In: Journal of Neurolinguistics | 2011
31974 Endnote
Author(s):
Heim, Sabine; Friedman, Jennifer Thomas; Keil, Andreas; Benasich, April A.
Title:
Reduced sensory oscillatory activity during rapid auditory processing as a correlate of language-learning impairment
In:
Journal of Neurolinguistics, 24 (2011) 5, S. 538-555
DOI:
10.1016/j.jneuroling.2010.09.006
URL:
http://dx.doi.org/10.1016/j.jneuroling.2010.09.006
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Entwicklungsstörung; Experimentelle Untersuchung; Gehirn; Hören; Informationsverarbeitung; Kind; Kognitive Prozesse; Linguistik; Neurowissenschaften; Sinneseindruck; Sprachentwicklung; Spracherkennung; USA
Abstract (english):
Successful language acquisition has been hypothesized to involve the ability to integrate rapidly presented, brief acoustic cues in sensory cortex. A body of work has suggested that this ability is compromised in language-learning impairment (LLI). The present research aimed to examine sensory integration during rapid auditory processing by means of electrophysiological measures of oscillatory brain activity using data from a larger longitudinal study. Twenty-nine children with LLI and control participants with typical language development (n = 18) listened to tone doublets presented at a temporal interval that is essential for accurate speech processing (70-ms interstimulus interval). The children performed a deviant (pitch change of second tone) detection task, or listened passively. The electroencephalogram was recorded from 64 electrodes. Data were source-projected to the auditory cortices and submitted to wavelet analysis, resulting in time-frequency representations of electrocortical activity. Results show significantly reduced amplitude and phase-locking of early (45 75 ms) oscillations in the gamma-band range (29 52 Hz), specifically in the LLI group, for the second stimulus of the tone doublet. This suggests altered temporal organization of sensory oscillatory activity in LLI when processing rapid sequences.
DIPF-Departments:
Bildung und Entwicklung
Competition for cognitive resources during rapid serial processing. changes across childhood
Heim, Sabine; Wirth, Nadine; Keil, Andreas
Journal Article
| In: Frontiers in Psychology | 2011
32003 Endnote
Author(s):
Heim, Sabine; Wirth, Nadine; Keil, Andreas
Title:
Competition for cognitive resources during rapid serial processing. changes across childhood
In:
Frontiers in Psychology, 2 (2011) 9
DOI:
10.3389/fpsyg.2011.00009
URL:
http://www.frontiersin.org/developmental_psychology/10.3389/fpsyg.2011.00009/full
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Aufmerksamkeit; Deutschland; Experimentelle Untersuchung; Informationsverarbeitung; Kind; Kindheit; Kognitive Entwicklung; Kognitive Prozesse; Messung; Testverfahren; Veränderung; Visuelle Wahrnehmung
Abstract (english):
The ability to direct cognitive resources to target objects despite distraction by competing information plays an important role for the development of mental aptitudes and skills. We examined developmental changes of this ability in a cross-sectional design, using the attentional blink (AB) paradigm. The AB is a pronounced impairment of T2 report, which occurs when a first (T1) and second target (T2) embedded in a rapid stimulus sequence are separated by at least one distractor and occur within 500 ms of each other. Two groups of children (6- to 7-year-olds and 10- to 11-year-olds; ns = 21 and 24, respectively) were asked to identify green targets in two AB tasks: one using non-linguistic symbols and the other letters or words. The temporal distance or stimulus-onset asynchrony (SOA) between T1 and T2 varied between no intervening distractor (Lag 1, 116-ms SOA) and up to 7 intervening distractors (Lag 8, 928-ms SOA). In the symbol task, younger children linearly increased T2 identification with increasing lag. Older children, however, displayed a hook-shaped pattern as typically seen in adults, with lowest identification reports in T2 symbols at the critical blink interval (Lag 2, 232-ms SOA), and a slight performance gain for the Lag 1 condition. In the verbal task, the older group again exhibited a prominent drop in T2 identification at Lag 2, whereas the younger group showed a more alleviated and temporally diffuse AB impairment. Taken together, this pattern of results suggests that the control of attention allocation and/or working memory consolidation of targets among distractors represents a cognitive skill that emerges during primary school age.
DIPF-Departments:
Bildung und Entwicklung
On the specificity of face cognition compared with general cognitive functioning across adult age
Hildebrandt, Andrea; Wilhelm, Oliver; Herzmann, Grit; Schmiedek, Florian; Sommer, Werner
Journal Article
| In: Psychology and Aging | 2011
31833 Endnote
Author(s):
Hildebrandt, Andrea; Wilhelm, Oliver; Herzmann, Grit; Schmiedek, Florian; Sommer, Werner
Title:
On the specificity of face cognition compared with general cognitive functioning across adult age
In:
Psychology and Aging, 26 (2011) 3, S. 701-715
DOI:
10.1037/a0023056
URL:
http://dx.doi.org/10.1037/a0023056
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Altern; Analyse; Gedächtnis; Informationsverarbeitung; Kognitionswissenschaft; Kognitive Prozesse; Lebensalter; Leistungsfähigkeit; Messung; Mimik; Modell; Statistik; Test; Unterschied; Visuelle Wahrnehmung
Abstract (english):
Face cognition is considered a specific human ability, clearly differentiable from general cognitive functioning. Its specificity is primarily supported by cognitive-experimental and neuroimaging research, but recently also from an individual differences perspective. However, no comprehensive behavioral data are available, which would allow estimating lifespan changes of the covariance structure of face-cognition abilities and general cognitive functioning as well as age-differences in face cognition after accounting for interindividual variability in general cognition. The present study aimed to fill this gap. In an age-heterogeneous (18 82 years) sample of 448 adults, we found no factorial dedifferentiation between face cognition and general cognition. Age-related differences in face memory were still salient after taking into account changes in general cognitive functioning. Face cognition thus remains a specific human ability compared with general cognition, even until old age. We discuss implications for models of cognitive aging and suggest that it is necessary to include more explicitly special social abilities in those models.
DIPF-Departments:
Bildung und Entwicklung
Response retrieval and negative priming: Encoding and retrieval specific effects
Ihrke, Matthias; Behrendt, Jörg; Schrobsdorff, Hecke; Herrmann, Michael; Hasselhorn, Marcus
Journal Article
| In: Experimental Psychology | 2011
32304 Endnote
Author(s):
Ihrke, Matthias; Behrendt, Jörg; Schrobsdorff, Hecke; Herrmann, Michael; Hasselhorn, Marcus
Title:
Response retrieval and negative priming: Encoding and retrieval specific effects
In:
Experimental Psychology, 58 (2011) 2, S. 154-161
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Arbeitsgedächtnis; Aufmerksamkeit; Auswahl; Erkennen; Experimentelle Untersuchung; Kognitive Prozesse; Neurowissenschaften; Psychologische Forschung; Test; Visuelle Wahrnehmung
Abstract:
In a recent debate concerning the origin of the negative priming (NP) effect, evidence for the involvement of retrieval processes during the prime episode has accumulated. Rothermund, Wentura, and De Houwer (2005) explain the effect as a product of a conflict between retrieved and current response. Since specific properties of the involved encoding and retrieval mechanisms were not investigated so far, we extend the response-retrieval framework by asking if encoding during prime processing and retrieval-specific processes during probe processing have a modulating influence on the priming effects. In an overlapping-picture task experiment with an explicit variation of the role of the objects in prime and probe, we reproduce the response-retrieval-specific Response-retrieval × Priming interaction but find a modulation caused by the role of the repeated object in the probe trial. This modulation manifests in a vanishing interaction when the repeated object is a distractor in the probe. We interpret these findings in support of the response-retrieval theory of NP and conclude that the retrieval mechanism is more flexible than previously believed since it is sensitive to relevance of the repeated object regarding the experimental task.
DIPF-Departments:
Bildung und Entwicklung
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