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(Schlagwörter: "Statistische Analyse")

Are different types of learning disorder associated with distinct cognitive functioning profiles? Brandenburg, Janin; Huschka, Sina Simone; Visser, Linda; Hasselhorn, Marcus Journal Article | In: Frontiers in Psychology | 2021 41632 Endnote: Author(s): Brandenburg, Janin; Huschka, Sina Simone; Visser, Linda; Hasselhorn, Marcus
Title: Are different types of learning disorder associated with distinct cognitive functioning profiles?
In: Frontiers in Psychology, 12 (2021) , S. 725374
DOI: 10.3389/fpsyg.2021.725374
URL: https://www.frontiersin.org/articles/10.3389/fpsyg.2021.725374/full
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language: Englisch
Keywords: Lernschwierigkeit; Kognitive Kompetenz; Kognition; Typ; Leseschwäche; Rechenschwäche; Rechtschreibschwäche; Intelligenz <Psy>; Schüler; Grundschule; Schuljahr 03; Kognitiver Fähigkeitstest; Aufmerksamkeit; Gedächtnis; Intelligenztest; Statistische Analyse; Korrelation; Standardabweichung; Chi-Quadrat-Test; Frankfurt; Hildesheim; Oldenburg; Hessen; Niedersachsen; Deutschland
Abstract: Introduction: DSM-5 presented a revised conceptualization of specific learning disorders (LD). Contrary to former versions, the various types of LD-i.e., mathematics disorder, reading disorder, and writing disorder-are not treated as distinct diagnostic entities but are integrated into one single LD category. In support of this new classification, it has been argued that the various types of LD overlap to a great extent in their cognitive functioning profiles and therefore do not exhibit a distinct set of cognitive causes. In contrast, ICD-11 still adheres to the idea of discrete categories and thus follows the specificity hypothesis of LD. Using latent profile analysis (LPA), we therefore tested the specificity of cognitive strengths and weaknesses in children with different types of LD. Secondly, we aimed at examining the extent to which observed LD characteristics (type and severity of LD as well as IQ-achievement discrepancy) were consistent with the membership of a given latent profile. Method: 302 German third-graders (134 girls; IQ ≥ 85; Mage = 111.05 months; SD = 5.76) with single or comorbid types of LD in the domains of mathematics, reading, and spelling completed a wide range of domain-specific and domain-general cognitive functioning measures. Results: Five qualitative distinct profiles of cognitive strengths and weaknesses were identified. Profile 1 (23% of the sample) showed Comprehensive Cognitive Deficits, performing low in all measures except for naming speed, language, and inhibition. Profile 2 (21%) included children with a Double Deficit in Phonological Awareness and Phonological Short-term Memory. Profile 3 (20%) was characterized by a Double Deficit of Phonological Awareness and Naming Speed. Profile 4 (19%) included children with a Single Deficit in Attention, and profile 5 (17%) consisted of children without any cognitive deficits. Moreover, type and severity of LD as well as IQ-achievement discrepancy discriminated between the profiles, which is in line with the specificity hypothesis of LD. Discussion: Overall, the finding of specific associations between the LD types and the identified cognitive profiles supports the ICD-11 classification of LD. Yet, those inferences may not be valid for an individual child but need to be examined through comprehensive diagnostic. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

Studying dietary intake in daily life through multilevel two-part modelling: A novel analytical […] Ruf, Alea; Neubauer, Andreas B.; Ebner-Priemer, Ulrich; Reif, Andreas; Matura, Silke Journal Article | In: International Journal of Behavioral Nutrition and Physical Activity | 2021 41552 Endnote: Author(s): Ruf, Alea; Neubauer, Andreas B.; Ebner-Priemer, Ulrich; Reif, Andreas; Matura, Silke
Title: Studying dietary intake in daily life through multilevel two-part modelling: A novel analytical approach and its practical application
In: International Journal of Behavioral Nutrition and Physical Activity, 18 (2021) , S. 130
DOI: 10.1186/s12966-021-01187-8
URL: https://ijbnpa.biomedcentral.com/articles/10.1186/s12966-021-01187-8
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Nahrungsaufnahme; Einflussfaktor; Statistische Analyse
Abstract: Background: Understanding which factors influence dietary intake, particularly in daily life, is crucial given the impact diet has on physical as well as mental health. However, a factor might influence whether but not how much an individual eats and vice versa or a factor's importance may differ across these two facets. Distinguishing between these two facets, hence, studying dietary intake as a dual process is conceptually promising and not only allows further insights, but also solves a statistical issue. When assessing the association between a predictor (e.g. momentary affect) and subsequent dietary intake in daily life through ecological momentary assessment (EMA), the outcome variable (e.g. energy intake within a predefined time-interval) is semicontinuous. That is, one part is equal to zero (i.e. no dietary intake occurred) and the other contains right-skewed positive values (i.e. dietary intake occurred, but often only small amounts are consumed). However, linear multilevel modelling which is commonly used for EMA data to account for repeated measures within individuals cannot be applied to semicontinuous outcomes. A highly informative statistical approach for semicontinuous outcomes is multilevel two-part modelling which treats the outcome as generated by a dual process, combining a multilevel logistic/probit regression for zeros and a multilevel (generalized) linear regression for nonzero values. Methods: A multilevel two-part model combining a multilevel logistic regression to predict whether an individual eats and a multilevel gamma regression to predict how much is eaten, if an individual eats, is proposed. Its general implementation in R, a widely used and freely available statistical software, using the R-package brms is described. To illustrate its practical application, the analytical approach is applied exemplary to data from the Eat2beNICE-APPetite-study. Results: Results highlight that the proposed multilevel two-part model reveals process-specific associations which cannot be detected through traditional multilevel modelling. Conclusions: This paper is the first to introduce multilevel two-part modelling as a novel analytical approach to study dietary intake in daily life. Studying dietary intake through multilevel two-part modelling is conceptually as well as methodologically promising. Findings can be translated to tailored nutritional interventions targeting either the occurrence or the amount of dietary intake. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

Monitoring Bildungsforschung. Befunde aus dem Forschungsprojekt "Entwicklung und […] Botte, Alexander; Sondergeld, Ute; Rittberger, Marc (Hrsg.) Compilation Book | Bad Heilbrunn: Klinkhardt | 2015 35648 Endnote: Editor(s) Botte, Alexander; Sondergeld, Ute; Rittberger, Marc
Title: Monitoring Bildungsforschung. Befunde aus dem Forschungsprojekt "Entwicklung und Veränderungsdynamik eines heterogenen sozialwissenschaftlichen Feldes am Beispiel der Bildungsforschung"
Published: Bad Heilbrunn: Klinkhardt, 2015
URN: urn:nbn:de:0111-pedocs-110811
URL: http://nbn-resolving.org/urn:nbn:de:0111-pedocs-110811
Publication Type: 2. Herausgeberschaft; Sammelband (keine besondere Kategorie)
Language: Deutsch
Keywords: Bibliometrie; Bildungsforschung; Deutschland; Empirische Forschung; Fallstudie; Forschungsprojekt; Kommunikation; Kooperation; Netzwerk; Publikation; Rezeptionsforschung; Statistische Analyse
Abstract: Der Band versammelt die vollständigen Ergebnisse eines kooperativen Forschungsprojektes, das auf die Entwicklung und Erprobung von Indikatoren zielte, die zur Beobachtung von Veränderungen des interdisziplinären Feldes der Bildungsforschung geeignet sind. Im Rahmen einer exemplarischen Anwendung des Indikatorensets wurden zunächst Zeitverlaufsanalysen von Forschungsprojekten und Forschungsliteratur durchgeführt. Im Vordergrund steht dabei der deutschsprachige Forschungsraum, der auch Gegenstand einer ergänzenden Detailanalyse des BMBF-Programms zur Förderung der empirischen Bildungsforschung Gegenstand ist. In einer ausführlichen bibliometrischen Analyse wird allerdings auch der Bezug zur internationalen Publikationsentwicklung im Themenfeld "Educational Research" hergestellt. Erste Ergebnisse einer Netzwerkanalyse und konzeptionelle Überlegungen zu einem Prototyp für einen nachhaltigen Monitoringdienst bilden den Abschluss des Bandes. (DIPF/Orig.)
DIPF-Departments: Informationszentrum Bildung

Projekte in der Bildungsforschung Sondergeld, U.; Kuhberg-Lasson, V.; Singleton, K.; Kempf, A. O. Book Chapter | Aus: Botte, Alexander; Sondergeld, Ute; Rittberger, Marc (Hrsg.): Monitoring Bildungsforschung: Befunde aus dem Forschungsprojekt "Entwicklung und Veränderungsdynamik eines heterogenen sozialwissenschaftlichen Feldes am Beispiel der Bildungsforschung" | Bad Heilbrunn: Klinkhardt | 2015 36212 Endnote: Author(s): Sondergeld, U.; Kuhberg-Lasson, V.; Singleton, K.; Kempf, A. O.
Title: Projekte in der Bildungsforschung
In: Botte, Alexander; Sondergeld, Ute; Rittberger, Marc (Hrsg.): Monitoring Bildungsforschung: Befunde aus dem Forschungsprojekt "Entwicklung und Veränderungsdynamik eines heterogenen sozialwissenschaftlichen Feldes am Beispiel der Bildungsforschung", Bad Heilbrunn: Klinkhardt, 2015 , S. 11-66
URN: urn:nbn:de:0111-pedocs-110811
URL: http://nbn-resolving.org/nbn:de:0111-pedocs-110811
Publication Type: 4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Language: Deutsch
Keywords: Bibliometrie; Bildungsforschung; Empirische Forschung; Forschungsprojekt; Statistische Analyse
Abstract: Es handelt sich um die Analyse von rund 9.000 bildungswissenschaftlichen Forschungsprojekten aus dem Zeitraum 1995 bis 2009, die im Rahmen des Projekts "Monitoring Bildungsforschung" aus der sozialwissenschaftlichen Projektedatenbank SOFIS extrahiert wurden und nach einer theoretischen Abgrenzung des Forschungsbereichs "Bildungsforschung" hinsichtlich ihrer formalen, inhaltlichen und methodischen Aspekte ausgewertet wurden.
DIPF-Departments: Informationszentrum Bildung

How does attention relate to the ability-specific and position-specific components of reasoning […] Ren, Xuezhu; Goldhammer, Frank; Moosbrugger, Helfried; Schweizer, Karl Journal Article | In: Learning and Individual Differences | 2012 32145 Endnote: Author(s): Ren, Xuezhu; Goldhammer, Frank; Moosbrugger, Helfried; Schweizer, Karl
Title: How does attention relate to the ability-specific and position-specific components of reasoning measured by APM?
In: Learning and Individual Differences, 22 (2012) 1, S. 1-7
DOI: 10.1016/j.lindif.2011.09.009
URL: http://dx.doi.org/10.1016/j.lindif.2011.09.009
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Arbeitsgedächtnis; Aufmerksamkeit; Empirische Untersuchung; Kognitionspsychologie; Kognitive Kompetenz; Kognitive Prozesse; Korrelation; Logik; Messverfahren; Psychometrie; Statistische Analyse; Student; Test; Wirkung
Abstract (english): The aim of the present study was to clarify the nature of the ability-specific and position-specific components of Raven's Advanced Progressive Matrices (APM) by relating them to a number of types of attention. The ability-specific component represents the constant part of cognitive performance whereas the position-specific component reflects the changes in processing of reasoning items as a result of the changing item position. A special model denoted fixed-links model was used to decompose the data of APM into independent components. Both components were related to two higher-order units of attention, perceptual attention and executive attention, which were derived from the various types of attention. In a sample of 226 participants the position-specific component of APM showed a substantially higher link with executive attention than with perceptual attention whereas the ability-specific component only showed a moderate link with perceptual attention.
DIPF-Departments: Bildungsqualität und Evaluation