Menü Überspringen
Contact
Deutsch
English
Not track
Data Protection
Search
Log in
DIPF News
Research
Infrastructures
Institute
Zurück
Contact
Deutsch
English
Not track
Data Protection
Search
Home
>
Research
>
Publications
>
Publications Data Base
Search results in the DIPF database of publications
Your query:
(Personen: "Titz," und "Cora")
Advanced Search
Search term
Only Open Access
Search
Unselect matches
Select all matches
Export
43
items matching your search terms.
Show all details
Durchgängige Leseförderung
Beck, Luna; Dewitz, Nora von; Titz, Cora
Journal Article
| In: BiSS-Journal | 2015
35924 Endnote
Author(s):
Beck, Luna; Dewitz, Nora von; Titz, Cora
Title:
Durchgängige Leseförderung
In:
BiSS-Journal, (2015) 3, S. 4-11
URL:
http://www.biss-sprachbildung.de/pdf/Durchgaengige_Lesefoerderung.pdf
Publication Type:
3b. Beiträge in weiteren Zeitschriften; praxisorientiert
Language:
Deutsch
Keywords:
Elementarbereich; Fertigkeit; Förderung; Förderungsmaßnahme; Lautes Lesen; Lesegeschwindigkeit; Lesekompetenz; Lesen; Primarbereich; Sekundarstufe I
Abstract:
In diesem Beitrag werden ausgewählte Konzepte und Instrumente der Förderung von Vorläuferfertigkeiten des Lesens und der Leseförderung von der Kita bis zur Sekundarstufe I vorgestellt. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Sprachliche Entwicklungsstände, Lernpotenziale und Lernfortschritte erkennen
Beck, Luna; Rüsch, Nora; Titz, Cora
Journal Article
| In: BiSS-Journal | 2015
35923 Endnote
Author(s):
Beck, Luna; Rüsch, Nora; Titz, Cora
Title:
Sprachliche Entwicklungsstände, Lernpotenziale und Lernfortschritte erkennen
In:
BiSS-Journal, (2015) 2, S. 3-10
URL:
http://www.biss-sprachbildung.de/pdf/Fachbeitrag_Diagnostik.pdf
Publication Type:
3b. Beiträge in weiteren Zeitschriften; wissenschaftsorientiert
Language:
Deutsch
DIPF-Departments:
Bildung und Entwicklung
Ein Blick auf den BiSS-Primarbereich. Die Umsetzung von BiSS-Modulen in der Praxis
Beck, Luna; Titz, Cora
Journal Article
| In: Die Grundschulzeitschrift | 2015
35925 Endnote
Author(s):
Beck, Luna; Titz, Cora
Title:
Ein Blick auf den BiSS-Primarbereich. Die Umsetzung von BiSS-Modulen in der Praxis
In:
Die Grundschulzeitschrift, 29 (2015) 288/289, S. 18-21
URN:
urn:nbn:de:0111-pedocs-156822
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-156822
Publication Type:
3b. Beiträge in weiteren Zeitschriften; praxisorientiert
Language:
Deutsch
Keywords:
Benachteiligtes Kind; Bildungssprache; Deutschland; Diagnostik; Elementarbereich; Fachsprache; Grammatik; Grundschule; Kindergarten; Kooperation; Leseförderung; Leseverstehen; Migrationshintergrund; Primarbereich; Projekt; Schriftsprache; Sozialer Status; Spracherziehung; Sprachförderung; Übergang; Umgangssprache
Abstract:
Vorrangiges Ziel von BiSS ist die Weiterentwicklung, Erprobung, Evaluation und Bereitstellung von geeigneten Maßnahmen zur sprachlichen Bildung und Förderung von Kindern und Jugendlichen. Im Beitrag werden die für den Primarbereich definierten BiSS-Module und deren praktische Umsetzung in den Verbünden beschrieben sowie ein Modul der Zusammenarbeit zwischen Elementar- und Primarbereich vorgestellt. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Response-retrieval in identity negative priming is modulated by temporal discriminability
Ihrke, Matthias; Behrendt, Jörg; Menge, Uwe; Titz, Cora; Hasselhorn, Marcus
Journal Article
| In: Frontiers in Psychology | 2014
34606 Endnote
Author(s):
Ihrke, Matthias; Behrendt, Jörg; Menge, Uwe; Titz, Cora; Hasselhorn, Marcus
Title:
Response-retrieval in identity negative priming is modulated by temporal discriminability
In:
Frontiers in Psychology, (2014) , S. 5:621
DOI:
10.3389/fpsyg.2014.00621
URL:
http://journal.frontiersin.org/Journal/10.3389/fpsyg.2014.00621/abstract
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Aufmerksamkeit; Deutschland; Erwachsener; Experiment; Experimentelle Untersuchung; Gedächtnis; Reaktion; Semantik; Sinneseindruck; Unaufmerksamkeit; Visuelle Wahrnehmung; Wiederholung
Abstract (english):
Reaction times to previously ignored information are often delayed, a phenomenon referred to as negative priming (NP). Rothermund et al. (2005) proposed that NP is caused by the retrieval of incidental stimulus-response associations when consecutive displays share visual features but require different responses. In two experiments we examined whether the features (color, shape) that reappear in consecutive displays, or their level of processing (early-perceptual, late-semantic) moderate the likelihood that stimulus-response associations are retrieved. Using a perceptual matching task (Experiment 1), NP occurred independently of whether responses were repeated or switched. Only when implementing a semantic-matching task (Experiment 2), negative priming was determined by response-repetition as predicted by response-retrieval theory. The results can be explained in terms of a task-dependent temporal discrimination process (Milliken et al., 1998): Response-relevant features are encoded more strongly and/or are more likely to be retrieved than irrelevant features. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Working memory and executive functions. Effects of training on academic achievement
Titz, Cora; Karbach, Julia
Journal Article
| In: Psychological Research | 2014
34607 Endnote
Author(s):
Titz, Cora; Karbach, Julia
Title:
Working memory and executive functions. Effects of training on academic achievement
In:
Psychological Research, 78 (2014) 6, S. 852-868
DOI:
10.1007/s00426-013-0537-1
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Arbeitsgedächtnis; Empirische Forschung; Forschungsstand; Grundschulalter; Intelligenz; Intelligenzmessung; Intervention; Kind; Kognitive Kompetenz; Lernen; Lernstörung; Lesekompetenz; Lesen; Leseverstehen; Mathematische Kompetenz; Phonologie; Problemlösen; Sekundarstufe I; Training; Vorschulalter; Wirkung
Abstract (english):
The aim of this review is to illustrate the role of working memory and executive functions for scholastic achievement as an introduction to the question of whether and how working memory and executive control training may improve academic abilities. The review of current research showed limited but converging evidence for positive effects of process-based complex working-memory training on academic abilities, particularly in the domain of reading. These benefits occurred in children suffering from cognitive and academic deficits as well as in healthy students. Transfer of training to mathematical abilities seemed to be very limited and to depend on the training regime and the characteristics of the study sample. A core issue in training research is whether high- or low-achieving children benefit more from cognitive training. Individual differences in terms of training-related benefits suggested that process based working memory and executive control training often induced compensation effects with larger benefits in low performing individuals. Finally, we discuss the effects of process-based training in relation to other types of interventions aimed at improving academic achievement.
DIPF-Departments:
Bildung und Entwicklung
Effects of education on executive functioning and its trainability
Dorbath, Lara; Hasselhorn, Marcus; Titz, Cora
Journal Article
| In: Educational Gerontology | 2013
33593 Endnote
Author(s):
Dorbath, Lara; Hasselhorn, Marcus; Titz, Cora
Title:
Effects of education on executive functioning and its trainability
In:
Educational Gerontology, 39 (2013) 5, S. 314-325
DOI:
10.1080/03601277.2012.700820
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Alter; Arbeitsgedächtnis; Bildung; Bildungsbiografie; Bildungsniveau; Kognitive Entwicklung; Kognitive Kompetenz; Kognitive Prozesse; Test; Training; Wirkung
Abstract (english):
Age-related changes in executive functioning are a main source of cognitive aging. High cognitive reserve, as well as training interventions, have been shown to protect against age-related decline in executive functions. Whether education as one prominent marker of cognitive reserve has a protective effect is, however, ambiguous. Furthermore, little is known about a potential interplay of cognitive reserve and training interventions. The present study, therefore, examines (a) the influence of education on focus-switching as a recently identified executive control process and (b) the impact of education on its trainability. To this end, extreme groups of high- and low-educated younger (age 19-35) and older (age 59-80) adults were selected from a larger training study on focus-switching. Results show that whereas education influences older adults' cognitive performance in focus-switching in a protective way, no effect of education emerged in younger age participants. Training gains, however, are not affected by educational level in either age group.
DIPF-Departments:
Bildung und Entwicklung
Die BiSS-Initiative "Bildung durch Sprache und Schrift" Inhalte und Bewerbungsmöglichkeiten für […]
Titz, Cora
Journal Article
| In: Frühe Bildung | 2013
33732 Endnote
Author(s):
Titz, Cora
Title:
Die BiSS-Initiative "Bildung durch Sprache und Schrift" Inhalte und Bewerbungsmöglichkeiten für Verbünde im Elementarbereich
In:
Frühe Bildung, 2 (2013) 3, S. 161-162
DOI:
10.1026/2191-9186/a000111
URL:
http://psycontent.metapress.com/content/uu024w22728qmlp3/?genre=article&id=doi%3a10.1026%2f2191-9186%2fa000111
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Bibliografien/Rezensionen u.ä. (z.B. Linktipps)
Language:
Deutsch
Keywords:
Bewerbung; Bildungsprogramm; Deutschland; Elementarbereich; Forschungsprogramm; Kindertagesstätte; Sprachförderung
Abstract:
Der Artikel ist eine Kurzinformation über die Inhalte der BiSS Initiative "Bildung durch Sprache und Schrift" im Elementarbereich sowie über die Bewerbungsmodalitäten für interessierte Einrichtungen aus dem Elementarbereich. Der Artikel erteilt Auskunft über die Struktur, Organisation und Inhalte der Bund-Länder-Initiative BiSS. Die zentrale Steuerung der BiSS-Initiative obliegt einem Lenkungsausschuss. Diesem gehören Vertreter des BMBF, des BMFSFJ, der Länder, kommunaler und freier Träger sowie Mitglieder des sog. Trägerkonsortiums und ggfs. weitere Experten an. Das Trägerkonsortium verantwortet die Gesamtkoordination der Initiative und verfügt über Expertise im Elementar-, Primar- und Sekundarbereich. Es fungiert als beratende Instanz sowohl für die Länder bei Fragen zur Antragsstellung und Durchführung als auch für den Lenkungsausschuss bei der Auswahl sich bewerbender Verbünde (ein Verbund besteht aus drei bis zehn Kitas). Im Elementarbereich werden sechs inhaltliche Module zu alltagsintegrierter Sprachbildung sowie spezifischer Sprachförderung benannt, entlang derer die Verbünde arbeiten.
DIPF-Departments:
Bildung und Entwicklung
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
Dissociable age effects in focus-switching. Out of sight, out of mind
Dorbath, Lara; Titz, Cora
Journal Article
| In: The Journal of Gerontopsychology and Geriatric Psychiatry | 2011
31877 Endnote
Author(s):
Dorbath, Lara; Titz, Cora
Title:
Dissociable age effects in focus-switching. Out of sight, out of mind
In:
The Journal of Gerontopsychology and Geriatric Psychiatry, 24 (2011) 2, S. 103-109
DOI:
10.1024/1662-9647/a000034
URL:
http://dx.doi.org/10.1024/1662-9647/a000034
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Altersgruppe; Arbeitsgedächtnis; Aufgabe; Aufmerksamkeit; Deutschland; Erwachsener; Experimentelle Untersuchung
Abstract (english):
Focus-switching has recently been identified as an executive control process with differential age sensitivity. To date, the assumption of dissociable age effects is based on only two kinds of tasks constricting its conclusiveness. In a study with 85 younger (19 35 years) and 91 older adults (59 80 years), age effects were again dissociable in two alternative tasks with respect to the availability and the accessibility of representations. The results validate earlier findings that focus-switching is primarily affected in maintaining representations rather than in accessing them.
DIPF-Departments:
Bildung und Entwicklung
Tomatoes and apples or red and green lines. Are age-related interference effects based on […]
Titz, Cora; Behrendt, Jörg; Hasselhorn, Marcus
Journal Article
| In: Experimental Aging Research | 2010
30090 Endnote
Author(s):
Titz, Cora; Behrendt, Jörg; Hasselhorn, Marcus
Title:
Tomatoes and apples or red and green lines. Are age-related interference effects based on competition among concepts or percepts?
In:
Experimental Aging Research, 36 (2010) 3, S. 346-358
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Alter Mensch; Altern; Arbeitsgedächtnis; Aufmerksamkeit; Deutschland; Experimentelle Untersuchung; Gerontologie; Kognitive Fähigkeit; Leistungsfähigkeit; Reaktion; Wahrnehmung
Abstract (english):
Using a negative priming paradigm, the authors tested whether age-related interference effects are due to age differences in perceptual distractibility or in resolving conceptual competition. In samples of 40 younger adults ( aged 22-34) and 40 older adults (aged 58-76), the authors found a greater reduction in processing speed for older than for younger adults in trials in which targets were superimposed with distracting objects as compared to single-target trials. When trials were paralleled for perceptual features, that is, when single-target trials were supplemented with nonsense distractors, the age effect became nonsignificant. The results suggest that age-related interferenceeffects are primarily due to age differences in perceptual distractibility. (DIPF/Autor)
DIPF-Departments:
Bildung und Entwicklung
Unselect matches
Select all matches
Export
<
1
2
3
4
5
>
Show all
(43)