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(Schlagwörter: "Strukturgleichungsmodell")
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Contrast and assimilation effects of dimensional comparisons in five subjects. An extension of the […]
Jansen, Malte; Schroeders, Ulrich; Lüdtke, Oliver; Marsh, Herbert
Journal Article
| In: Journal of Educational Psychology | 2015
35949 Endnote
Author(s):
Jansen, Malte; Schroeders, Ulrich; Lüdtke, Oliver; Marsh, Herbert
Title:
Contrast and assimilation effects of dimensional comparisons in five subjects. An extension of the I/E model
In:
Journal of Educational Psychology, 107 (2015) 4, S. 1086-1101
DOI:
10.1037/edu0000021
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Biologieunterricht; Chemieunterricht; Deutschland; Deutschunterricht; Faktorenanalyse; Mathematikunterricht; Metaanalyse; Mündliche Leistung; Physikunterricht; Schüler; Schülerleistung; Schuljahr 09; Selbstevaluation; Selbstkonzept; Strukturgleichungsmodell; Unterrichtsinhalt; Vergleich; Wirkung
Abstract:
Students evaluate their achievement in a specific domain in relation to their achievement in other domains and form their self-concepts accordingly. These comparison processes have been termed dimensional comparisons and shown to be an important source of academic self-concepts in addition to social and temporal comparisons. Research on the internal/external frame of reference model (I/E model) has frequently found negative effects of students' achievement on their academic self-concept between different scholastic domains (mathematics and the language of instruction) that are interpreted as contrast effects of dimensional comparisons. There is mixed evidence with regard to whether negative contrast effects or positive assimilation effects occur when students compare their achievement in domains that are more similar. In this study, we extended the original I/E model with 3 science domains (biology, chemistry, and physics). Using structural equation modeling, we analyzed the domain-specific self-concepts, grades, and test scores of a representative sample of 9th-grade students in Germany (N = 20,050) across 5 domains. Mathematics, physics, and chemistry showed contrast effects to German, whereas small assimilation effects were found between mathematics, physics, and chemistry. This effect pattern was present for both grades and test scores. Achievement in mathematics and the language of instruction affected self-concepts in the sciences, whereas achievement in the sciences had no effect on self-concepts in other subjects. The results support the hypotheses derived from dimensional comparison theory that both contrast and assimilation effects can result from dimensional comparisons and that the 3 science subjects are affected differentially by these comparisons. (DIPF/Orig.)
DIPF-Departments:
Struktur und Steuerung des Bildungswesens
Motivation. A predictor of PISA's mathematical competence beyond intelligence and prior test […]
Kriegbaum, Katharina; Jansen, Malte; Spinath, Birgit
Journal Article
| In: Learning and Individual Differences | 2015
35950 Endnote
Author(s):
Kriegbaum, Katharina; Jansen, Malte; Spinath, Birgit
Title:
Motivation. A predictor of PISA's mathematical competence beyond intelligence and prior test achievement
In:
Learning and Individual Differences, 43 (2015) , S. 140-148
DOI:
10.1016/j.lindif.2015.08.026
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Deutschland; Freude; Intelligenz; Interesse; Leistungstest; Mathematische Kompetenz; Motivation; PISA <Programme for International Student Assessment>; Schüler; Schülerleistung; Schuljahr 09; Schuljahr 10; Schulnoten; Selbstkonzept; Selbstwirksamkeit; Strukturgleichungsmodell; Vergleich
Abstract (english):
This study examined the relative importance of different motivational constructs for the prediction of mathematical competence in adolescents and their incremental power beyond intelligence and prior achievement. We employed both a cross-sectional and a one-year longitudinal approach using data from PISA 2003 and 2004, a nation-wide representative dataset. The sample consisted of 6020 fifteen-year-old German students who provided self-reports on their math-specific self-concept, self-efficacy, interest, and goal orientations in addition to the core PISA standardized achievement tests. Data were analyzed with structural equation models. Cross-sectionally, all motivational constructs incrementally contributed to the prediction of mathematical competence beyond intelligence (explained variance: 1%-29%). After controlling longitudinally for intelligence and prior achievement, self-efficacy, self-concept, interest, and learning goals significantly predicted subsequent mathematical competence one year later. Relative weights analyses compared the predictive power of all variables simultaneously and showed that intelligence (cross-sectional) and prior achievement (longitudinal) explained the largest portion of variance in mathematical competence, followed by task-specific self-efficacy as the strongest motivational predictor. These results confirm that motivation plays an important role in predicting academic achievement. (DIPF/Autor)
DIPF-Departments:
Struktur und Steuerung des Bildungswesens
Dimensional comparison theory. Paradoxical relations between self-beliefs and achievements in […]
Marsh, Herbert; Lüdtke, Oliver; Nagengast, Benjamin; Trautwein, Ulrich; Abduljabbar, Adel Salah; […]
Journal Article
| In: Learning and Instruction | 2015
35333 Endnote
Author(s):
Marsh, Herbert; Lüdtke, Oliver; Nagengast, Benjamin; Trautwein, Ulrich; Abduljabbar, Adel Salah; Abdelfattah, Faisal; Jansen, Malte
Title:
Dimensional comparison theory. Paradoxical relations between self-beliefs and achievements in multiple domains
In:
Learning and Instruction, 35 (2015) , S. 16-32
DOI:
10.1016/j.learninstruc.2014.08.005
URL:
https://www.sciencedirect.com/science/article/abs/pii/S0959475214000668
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Assimilation; Deutschland; Gegensatz; Leistung; Mehrebenenanalyse; Methodologie; Mündliche Leistung; Naturwissenschaftliche Kompetenz; Prognose; Schüler; Schülerleistung; Selbstkonzept; Selbstwirksamkeit; Strukturgleichungsmodell; Theorie; Vergleich; Wirkung
Abstract:
The internal/external frame of reference (I/E) model posits paradoxical relations between achievement and self-concept in mathematics and verbal domains, in which achievement in each domain has a positive effect on self-concept in the matching domain (e.g., mathematics achievement on mathematics self-concept) but a negative (contrastive) effect on self-concept in the non-matching domain (e.g., mathematics achievement on verbal self-concept). Extending the I/E model, Dimensional Comparison Theory (DCT) posits that self-evaluations are based on dimensional comparisons (e.g., how my accomplishments in one domain compare with my accomplishments in another domain) as well as the more traditional social and temporal comparisons, and on other sources of information about one's accomplishments. Extending the traditional tests of the I/E model, DCT predicts strong contrast effects only for contrasting domains that are at the opposite ends of the theoretical continuum of academic self-concept (far comparisons: e.g., the negative effect of math achievement on verbal self-concept), but much weaker negative contrast or even positive assimilation effects for complementary domains that are close to each other (near domains: e.g., positive effects of math achievement on physics self-concept; positive effects of native language on foreign language self-concept). Here we illustrate new predictions, theoretical insights, and methodology associated with DCT based on multiple academic domains (native language, foreign language, history, biology, physics and math), showing significant contrast effects for far comparisons and significantly less contrast or assimilation effects for near domains. (DIPF/Orig.)
DIPF-Departments:
Struktur und Steuerung des Bildungswesens
Quality of parental homework involvement. Predictors and reciprocal relations with academic […]
Dumont, Hanna; Trautwein, Ulrich; Nagy, Gabriel; Nagengast, Benjamin
Journal Article
| In: Journal of Educational Psychology | 2014
34345 Endnote
Author(s):
Dumont, Hanna; Trautwein, Ulrich; Nagy, Gabriel; Nagengast, Benjamin
Title:
Quality of parental homework involvement. Predictors and reciprocal relations with academic functioning in the reading domain
In:
Journal of Educational Psychology, 106 (2014) 1, S. 144-161
DOI:
10.1037/a0034100
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Begabung; Datenanalyse; Deutschland; Einflussfaktor; Eltern; Hauptschule; Hausaufgabe; Hilfe; Lesefertigkeit; Mitwirkung; Prognose; Qualität; Realschule; Schüler; Schülerleistung; Schuljahr 05; Schuljahr 07; Sozioökonomische Lage; Strukturgleichungsmodell; Variable; Wirkung; Wirkungsforschung
Abstract:
This study examined predictors of the quality of parental homework involvement and reciprocal relations between the quality of parental homework involvement and students' reading achievement and academic functioning in a reading-intensive subject (German). Data from 2,830 students in nonacademic tracks and their parents who were surveyed in both Grades 5 and 7 were analyzed. The quality of parental homework involvement was assessed via student reports. It was conceptualized as a multidimensional construct and measured by 3 dimensions proposed by self-determination theory: parental control, parental responsiveness, and parental structure. Whereas students' academic functioning in Grade 5 predicted the way parents became involved in the homework process in Grade 7, the quality of parents' help with homework did not depend on their socioeconomic background. Reciprocal relations between the quality of parental homework involvement and children's academic functioning were observed: Low academic functioning of students in Grade 5 resulted in more parental control in Grade 7, and more parental control in Grade 5 was associated with lower academic functioning in Grade 7. Similarly, high academic functioning in Grade 5 resulted in more parental responsiveness and structure in Grade 7, and more parental responsiveness and structure in Grade 5 were associated with better academic functioning in Grade 7. (journal abstract)
DIPF-Departments:
Struktur und Steuerung des Bildungswesens
Can the mini-mental state examination predict capacity to consent to treatment?
Haberstroh, Julia; Müller, Tanja; Knebel, Maren; Kaspar, Roman; Oswald, Frank; Pantel, Johannes
Journal Article
| In: The Journal of Gerontopsychology and Geriatric Psychiatry | 2014
34897 Endnote
Author(s):
Haberstroh, Julia; Müller, Tanja; Knebel, Maren; Kaspar, Roman; Oswald, Frank; Pantel, Johannes
Title:
Can the mini-mental state examination predict capacity to consent to treatment?
In:
The Journal of Gerontopsychology and Geriatric Psychiatry, 27 (2014) 4, S. 151-159
DOI:
10.1024/1662-9647/a000113
URN:
urn:nbn:de:0111-pedocs-148202
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-148202
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Alter Mensch; Bewertung; Deutschland; Erinnerung; Fähigkeit; Geriatrie; Kognitionspsychologie; Regressionsanalyse; Strukturgleichungsmodell; Test; Urteilsfähigkeit; Verbale Kommunikation
Abstract:
This study examines the relationship between capacity to consent to treatment as measured by the MacArthur Competence Assessment Tool for Treatment (MacCAT-T) and severity of cognitive impairment as measured with the Mini-Mental State Examination (MMSE). It also looks at the role of verbal retrieval in this relationship. We hypothesized that the often-quoted correlation between the MacCAT-T and the MMSE lies mainly in the joint dependence on verbal retrieval ability. Potential subjects were recruited from memory clinics, senior citizen meeting places, and a university program for seniors. Data of 149 people over 54 years, 49 of whom had been diagnosed with Alzheimer's disease or mixed dementia, were used. The relationship between capacity to consent to treatment, verbal retrieval, and MMSE was examined using a structural equation modeling framework. The findings suggest that verbal retrieval is a confounding method factor. In the informed consent process for people with dementia, verbal memory loads should be minimized to provide a more valid measure of their capacity to consent to treatment. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Die Bedeutung der (Un-)Ähnlichkeit von Beispielen für den Aufbau von konzeptuellem Wissen
Lohrmann, Katrin; Hartinger, Andreas; Schwelle, Veronika; Hartig, Johannes
Journal Article
| In: Zeitschrift für Grundschulforschung | 2014
35101 Endnote
Author(s):
Lohrmann, Katrin; Hartinger, Andreas; Schwelle, Veronika; Hartig, Johannes
Title:
Die Bedeutung der (Un-)Ähnlichkeit von Beispielen für den Aufbau von konzeptuellem Wissen
In:
Zeitschrift für Grundschulforschung, 7 (2014) 2, S. 60-73
URN:
urn:nbn:de:0111-pedocs-128754
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-128754
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Analogie; Beispiel; Deutschland; Empirische Untersuchung; Exemplarisches Lernen; Fachdidaktik; Forschungsstand; Freiburg i.Br.; Intervention; Lehr-Lern-Forschung; Leistungstest; Lernumgebung; Naturwissenschaftlicher Unterricht; Physik; Quasi-Experiment; Sachunterricht; Schuljahr 03; Strukturgleichungsmodell; Wissen
Abstract:
Ein Ziel von Unterricht ist der Aufbau von konzeptuellem Wissen, das für weiterführende Lernprozesse anschlussfähig ist. In diesem Zusammenhang stellt sich deshalb die Frage, wie entsprechende Lernumgebungen didaktisch zu gestalten sind. In dem Beitrag wird von den Ergebnissen einer quasi-experimentell angelegten Interventionsstudie (N=397) im naturwissenschaftlichen Lernen der dritten Jahrgangstufe berichtet, in der untersucht wurde, ob beim gleichzeitigen Arbeiten mit Beispielen zu einem Funktionsprinzip die Ähnlichkeit bzw. Unähnlichkeit der Beispiele auf der Oberflächenstruktur für den Lerngewinn der Schüler(innen) von Bedeutung ist. Die Ergebnisse weisen auf eine größere Effektivität des Arbeitens mit unähnlichen Beispielen hin. (DIPF/Autor)
Abstract (english):
The increase of conceptual knowledge, which is applicable to new situations, is one aim of instruction. In this context the question arises how to design appropriate learning situations. In the article at hand we show findings drawn from a quasi-experimental study (N=397) in the 3rd grade, in which we investigate how the similarity or dissimilarity of multiple examples influences the extension of conceptual knowledge. The findings show that learning with dissimilar examples is more beneficial than learning with similar examples. (DIPF/Autor)
DIPF-Departments:
Bildungsqualität und Evaluation
Der Sozialindex für Hamburger Schulen
Schulte, Klaudia; Hartig, Johannes; Pietsch, Marcus
Book Chapter
| Aus: Fickermann, Detlef; Maritzen, Norbert (Hrsg.): Grundlagen für eine daten- und theoriegestützte Schulentwicklung: Konzeption und Anspruch des Hamburger Instituts für Bildungsmonitoring und Qualitätsentwicklung (IfBQ) | Münster: Waxmann | 2014
34445 Endnote
Author(s):
Schulte, Klaudia; Hartig, Johannes; Pietsch, Marcus
Title:
Der Sozialindex für Hamburger Schulen
In:
Fickermann, Detlef; Maritzen, Norbert (Hrsg.): Grundlagen für eine daten- und theoriegestützte Schulentwicklung: Konzeption und Anspruch des Hamburger Instituts für Bildungsmonitoring und Qualitätsentwicklung (IfBQ), Münster: Waxmann, 2014 (HANSE - Hamburger Schriften zur Qualität im Bildungswesen, 13), S. 67-80
URL:
http://www.waxmann.com/index.php?id=buecher&no_cache=1&L=1&tx_p2waxmann_pi1%5Boberkategorie%5D=OKA999999&tx_p2waxmann_pi1%5Bbuch%5D=BUC123690
Publication Type:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Befragung; Belastung; Eltern; Empirische Untersuchung; Faktorenanalyse; Forschungsdesign; Grundschule; Hamburg; Indikator; Kulturelles Kapital; Migrationshintergrund; Schüler; Sekundarstufe I; Soziale Herkunft; Sozialkapital; Sozioökonomische Lage; Strukturgleichungsmodell; Weiterführende Schule
Abstract:
Im […] Beitrag werden, nach einer theoretischen Einführung in das zugrunde liegende Konzept der sozialen Belastung, Durchführung, Methode und Ergebnisse der Aktualisierung des Sozialindexes im Winter 2011/12 dargestellt. Ziel war es, dass jede Schule in Hamburg einen aktualisierten Sozialindex erhält. Dies war insofern angezeigt, als seit den letzten Aktualisierungen (2007/08 für den Sozialindex für Grundschulen und 2005 für den Sozialindex für weiterführende Schulen) sowohl mit regional unterschiedlichen demografischen Veränderungen gerechnet werden musste als auch die Hamburger Schulreform zu veränderten Schülerzusammensetzungen an vielen Standorten geführt hat. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Discovering students' complex problem solving strategies in educational assessment
Tóth, Krisztina; Rölke, Heiko; Greiff, Samuel; Wüstenberg, Sascha
Book Chapter
| Aus: Stamper, J.;Pardos, Z.;Mavrikis, M.;McLaren, B.M. (Hrsg.): Proceedings of the 7th International Conference on Educational Data Mining | London: CEUR Workshop Proceedings | 2014
34662 Endnote
Author(s):
Tóth, Krisztina; Rölke, Heiko; Greiff, Samuel; Wüstenberg, Sascha
Title:
Discovering students' complex problem solving strategies in educational assessment
In:
Stamper, J.;Pardos, Z.;Mavrikis, M.;McLaren, B.M. (Hrsg.): Proceedings of the 7th International Conference on Educational Data Mining, London: CEUR Workshop Proceedings, 2014 , S. 225-228
URL:
http://educationaldatamining.org/EDM2014/uploads/procs2014/short%20papers/225_EDM-2014-Short.pdf
Publication Type:
4. Beiträge in Sammelwerken; Tagungsband/Konferenzbeitrag/Proceedings
Language:
Englisch
Keywords:
Deutschland; Empirische Untersuchung; Leistungsmessung; Leistungstest; Problemlösen; Schüler; Schülerleistung; Sekundarstufe II; Strategie; Strukturgleichungsmodell; Technologiebasiertes Testen; Verhalten
Abstract:
A huge amount of log data accumulates automatically during computer-based educational assessments that can be analyzed for diagnostic or educational purposes using data mining techniques. In this paper, we describe our work of mining students' complex problem solving interactions when tackling previously unknown and dynamically changing situations. Based on log data analyses, we discovered several problem solving strategies and examined relationships of these strategies and test outcomes. We applied clustering algorithms to discriminate between students with different levels of proficiency in problem solving. We identified four groups of students: two cluster represent successful problem solvers who differ in their level of efficiency, one group of inefficient students might need further practice to be able to solve these kinds of tasks, and finally we found a mixed-strategy group of students. Students in this last group were dynamically developing their problem solving strategy and in parallel, the ratio of correct responses increased from task to task during assessment. In sum, our findings help to advance research on cognitive processes; we support educational researchers in better understanding complex problem solving behavior and identify levels of problem solving proficiency. (DIPF/Org.)
DIPF-Departments:
Informationszentrum Bildung
Prädiktoren der Lesekompetenz bei Kindern mit Deutsch als Zweitsprache
Duzy, Dagmar; Ehm, Jan-Henning; Souvignier, Elmar; Schneider, Wolfgang; Gold, Andreas
Journal Article
| In: Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie | 2013
33871 Endnote
Author(s):
Duzy, Dagmar; Ehm, Jan-Henning; Souvignier, Elmar; Schneider, Wolfgang; Gold, Andreas
Title:
Prädiktoren der Lesekompetenz bei Kindern mit Deutsch als Zweitsprache
In:
Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 45 (2013) 4, S. 173-190
DOI:
10.1026/0049-8637/a000093
URL:
https://econtent.hogrefe.com/doi/10.1026/0049-8637/a000093
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Arbeitsgedächtnis; Deutsch als Zweitsprache; Deutschland; Einsprachigkeit; Empirische Untersuchung; Grundschule; Informationsverarbeitung; Intelligenztest; Kind; Kindergarten; Längsschnittuntersuchung; Lesegeschwindigkeit; Lesekompetenz; Leseverstehen; Migrationshintergrund; Modell; Muttersprache; Phonologie; Prognose; Schreibenlernen; Sprachkompetenz; Strukturgleichungsmodell; Zweisprachigkeit
Abstract:
Die vorliegende Längsschnittstudie beschäftigt sich mit der Frage, ob sich Ergebnisse hinsichtlich vorschulischer Prädiktoren der Lesekompetenz einsprachig deutscher Kinder auf Kinder mit Deutsch als Zweitsprache (DaZ) übertragen lassen. Ein Pfadmodell zur Vorhersage der Lesekompetenz zum Ende der ersten bzw. zweiten Klassenstufe wurde dabei sowohl auf einsprachige (n = 111) als auch auf DaZ-Kinder (n = 282) angewendet. Zunächst wurde die Pfadstruktur der am Ende der Kindergartenzeit bzw. zu Beginn der Schulzeit erfassten Vorläuferfertigkeiten nonverbale Intelligenz, phonologisches Arbeitsgedächtnis, sprachliche Kompetenz, Schnelles Benennen, Buchstabenkenntnis und phonologische Bewusstheit untereinander betrachtet. Hier unterschieden sich die Effektmuster bei einsprachigen und DaZ-Kindern nicht signifikant. Ebenso zeigt sich in beiden Sprachgruppen ein vergleichbares Bild hinsichtlich der Einflussfaktoren des Leseverständnisses. Bedeutsame Unterschiede zwischen den Sprachgruppen ergaben sich jedoch bezüglich der Vorhersage der Lesegeschwindigkeit: In der Gruppe der einsprachigen Kinder war die phonologische Bewusstheit der bedeutsamste Prädiktor. Bei den DaZ-Kindern hingegen war der Einfluss der phonologischen Bewusstheit auf die Lesegeschwindigkeit nicht von Bedeutung, dafür erfolgte der größte Teil der Varianzaufklärung durch die nonverbale Intelligenz.
Abstract (english):
This longitudinal study examines the differences between monolingual children and children with German as a second language (GSL) in reading predictors. In structural equation modeling, we assessed the relationships between different reading predictors such as nonverbal intelligence, phonological working memory, language skills, rapid naming, letter knowledge, and phonological awareness in preschool and at the beginning of elementary school. The relationship patterns between the predictors were consistent for monolingual (n = 111) and GSL children (n = 282). However, the predictors' influence on reading skills at the end of first and second grade of elementary school varied between the language groups: In monolingual children, phonological awareness was the strongest predictor of decoding speed as an indicator of reading ability. However, in GSL children phonological awareness had no significant influence on decoding speed, whereas nonverbal intelligence explained a major part of the variance in decoding speed.
DIPF-Departments:
Bildung und Entwicklung
Age differences and measurement. Invariance of working memory in 5- to 12-year-old children
Michalczyk, Kurt; Malstädt, Nadine; Worgt, Maria; Könen, Tanja; Hasselhorn, Marcus
Journal Article
| In: European Journal of Psychological Assessment | 2013
33076 Endnote
Author(s):
Michalczyk, Kurt; Malstädt, Nadine; Worgt, Maria; Könen, Tanja; Hasselhorn, Marcus
Title:
Age differences and measurement. Invariance of working memory in 5- to 12-year-old children
In:
European Journal of Psychological Assessment, 29 (2013) 3, S. 220-229
DOI:
10.1027/1015-5759/a000149
URL:
https://econtent.hogrefe.com/doi/10.1027/1015-5759/a000149
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Arbeitsgedächtnis; Grundschulalter; Kind; Kognitive Entwicklung; Kognitive Prozesse; Messung; Messverfahren; Phonologie; Raumvorstellung; Sekundarstufe I; Strukturgleichungsmodell; Test; Vorschulalter
Abstract (english):
In this study, we investigated working memory structure and measurement invariance of working memory in children between 5 and 12 years. In a sample of 1,669 children, we administered a battery of 12 computer-based working memory subtests. We found the same tripartite structure of working memory with a phonological loop, a visual-spatial sketchpad, and a central executive in the age groups 5-6 years, 7-9 years, and 10-12 years; interrelations of the latent factors were invariant across the age groups. Only the relationships between the phonological loop and the central executive were weaker in the 5- to 6-year-olds than in the older age groups. The results corroborate the tripartite working memory model developed by Baddeley (1986) and show that the functional relationships between working memory components are mostly invariant through childhood. In addition, the findings indicate that future research should focus on extending the model by a fourth factor representing inhibition.
DIPF-Departments:
Bildung und Entwicklung
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