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No abstract available.
Die Fallbeschreibungen der vorliegenden Arbeit befassen sich mit der Entwicklung von vier Legasthenikern bis in das Erwachsenenalter hinein. Dabei wird besonders auf die schulische und berufliche Entwicklung, die Förderung und Therapie sowie die psychische Situation eingegangen. Anschließend erfolgt ein Vergleich mit weiteren Studien, die Legastheniker über einen längeren Zeitraum begleitet haben. Es wird deutlich, dass die Entwicklung von Kindern mit einer Lese-Rechtschreibstörung entscheidend von verschiedenen Rahmenbedingungen, wie zum Beispiel einer frühen legastheniespezifischen Förderung, einer schulischen Berücksichtigung der Lese-Rechtschreibstörung, der Unterstützung durch die Familie und der Herkunft abhängt. Unter optimalen Rahmenbedingungen haben auch Legastheniker die Chance, einen ihrer Intelligenz entsprechenden Schulabschluss und einen gehobenen Beruf zu erlangen.
This thesis consists of three studies investigating the influence media literacy has on political variables, cognitive variables, and learning. Adolescents from 13 years of age and young adults are included in the studies. This thesis is divided into three chapters. Study I and II are one comprehensive study, but will be presented separately for better readability. Chapter I provides the reader with background knowledge for the original studies presented in chapter II includes information about media use, different conceptualizations of media literacy and its development over the lifetime, as well as media literacy’s impact on cognitive and political variables. Additionally, current literature on the comparison of the learning outcomes of different kinds of texts (written, auditory, and audiovisual) is presented, with a differentiation between text-based information and inferences. In chapter II, the original studies are placed in the current state of research and presented in detail. In chapter III, a critical discussion of the studies is conducted, and a general model of the influence media literacy has on the investigated cognitive and political factors is presented, followed by a conclusion of the research.
The theoretical foundation of this thesis is three models of media literacy proposed by Groeben (2002, 2004), Hobbs (1997), and Potter (1998, 2016). These three models are similar in that they define media literacy as a multifactorial construct with skills that develop further in the course of life. Their ideas are integrated and developed further, leading to our own model of media literacy. It encompasses five scales: media sign literacy, distinction between reality and fiction, knowledge of media law, knowledge of media effects, and production skills. Thereupon, the assessment tool Würzburg Media Literacy Test (WMK; Würzburger Medienkompetenztest) is designed.
There is evidence that media use and media literacy influence socio-political factors. Young adults name the internet as the main source of information on political topics (see Pasek et al., 2006), and knowledge demonstrably fosters political participation (Delli Carpini & Keeter, 1996). However, the kind of participation activity regarded is important (Quintelier & Vissers, 2008), as sometimes real-life participation is supplemented by online activities (Quan-Haase & Wellman, 2002). Media literacy is the key to evaluating the quality of information from media. Whether or not a direct link between media literacy and political interest exists has, as far as I know, not yet been investigated. Several studies have shown that precursors and subcomponents of media literacy have the capacity to influence cognitive variables. For instance, children with higher media sign literacy possess better reading proficiency (Nieding et al., 2017) and are better at collecting information and drawing inferences from hypermedia and films (Diergarten et al., 2017) as compared to children with low literacy. These precursors and subcomponents are more efficient in processing medial sign systems, reducing cognitive load, and consequently, liberating cognitive capacity for other mental tasks (Sweller, 1988). Paino and Renzulli (2012) showed that highly computer-proficient adolescents exhibit better mathematics and reading abilities. Different types of media influence the learning process differently, and the learning process can be enhanced by combining these different types of media, if the material is prepared according to the research findings and Mayer’s (2002) cognitive theory of multimedia learning. Similarly, a reduction in cognitive load takes place and more resources can be invested in the learning process itself (Mayer & Moreno, 2003; Sweller, 1988). It is not easy to answer the question of whether one medium is superior for learning to another. Generally, adults learn best from written texts (e.g., Byrne & Curtis, 2000), and audiovisual and auditory texts are comparable (e.g., Hayes et al., 1986); however, there is little research regarding the comparison of the latter two.
Study I examined whether media literacy has a positive impact on interest in politics and the political self-concept. A sample of 101 13-to 20-year-olds was drawn. The control variables were intelligence, socio-economic status (SES), openness to experiences, perspective-taking, age, and sex. Additionally, an evaluation of the WMK was conducted, which indicated good construct validity and excellent overall reliability. Media literacy was positively associated with interest in politics, political self-concept, and perspective-taking but not with openness. In hierarchical regressions and path analysis, a direct influence of media literacy and openness on interest in politics could be found. Political self-concept was solely influenced by interest in politics. Although media literacy had no direct influence on political self-concept, it influenced its precursor interest in politics and was thus expected to have distal influence. The results of the first study confirm previous findings (e.g., Vecchione & Caprara, 2009), where political self-concept is regarded as a precursor of political participation. In conclusion, the findings of study I suggested that by stimulating political interest, media literacy could, mediated through political self-concept, foster political participation.
Study II (which was conducted on the same sample as study I) was concerned with the question of whether highly media-literate adolescent and young adult participants exhibit better academic skills (mathematics; reading) and academic achievement (grades) compared to less media-literate participants. Additionally, to obtain information about potential development during adolescence, a group of 50 13-year-olds was compared with a group of 51 19-year-olds in terms of their media literacy. The control variables were intelligence, SES, sex, and age. The results showed that a significant development of media literacy took place during adolescence (∆M = .17), agreeing with Potter’s (1998, 2013) development theory of media literacy. Media literacy was significantly correlated with reading skills and school grades. Regarding adults, media literacy was also significantly correlated with mathematical skills; the association was greater than that with reading skills. However, no connection with mathematical skills was found for adolescents. To control for the influence of age and intelligence, which were both associated with media literacy, hierarchical regressions and path analyses were conducted. The results revealed that media literacy had a greater impact on grades and academic abilities than intelligence. These results are in line with those obtained by Paino and Renzulli (2012).
Study III investigated whether media literacy helps young adults to better learn from three kinds of media, a written, an auditory, and an audio-visual text, and which medium achieves the best learning results. Three groups of 91 young adults were compared (written, auditory, and audio-visual text) in terms of their learning outcomes. These outcomes were conceptualized as directly stated information in the text (assessed by text-based questions) and inferential learning (inference questions). A computer-based short version of the WMK was applied to assess media literacy, which should be optimized in the future. The control variables were intelligence, verbal ability, media usage, prior knowledge, and SES. In hierarchical regression, media literacy turned out to be a significant predictor of text inferences, even when other relevant variables, such as intelligence, were controlled for. Inferences foster the building of the situation model, which is believed by many authors to be true comprehension of a text (Zwaan & Radvansky, 1998). The outcomes of study III support Ohler’s (1994) assumption that media literacy fosters the creation of a more elaborated situational model. Text-based questions were only influenced by prior knowledge. As assumed by Potter (1998, 2016), the media literacy of young adults in the Western world suffices to extract relevant facts from educational learning material. Both subjects were best in the written text condition for text-based and inference question results. Audiovisual and auditory texts showed no significant differences. The written text condition did not excel in the auditory text condition for inferences. The results accord with those obtained by, for instance, Byrne and Curtis (2000).
Taken together, these studies show that media literacy can influence several cognitive and political variables. It stimulates political interest, reading comprehension, school grades, and mathematical abilities in young adults, as well as drawing inferences from different kinds of texts. Additionally, media literacy develops further during adolescence.
Echinococcus multilocularis is the causative agent of alveolar echinococcosis (AE), a life-threatening disease with limited options of chemotherapeutic treatment. Anti-AE chemotherapy is currently based on a single class of drugs, the benzimidazoles. Although acting parasitocidic in vitro, benzimidazoles are merely parasitostatic during in vivo treatment of AE and cause severe site effects. In the case of operable lesions, the resection of parasite tissue needs to be supported by a prolonged chemotherapy. Thus, the current treatment options for AE are inadequate and require alternatives. In the present work, the flatworm signaling pathways were analyzed to establish potential targets for novel therapeutic approaches. I focused on factors that are involved in development and proliferation of E. multilocularis using molecular, biochemical and cell biological methods. Among the analysed factors were three MAP kinases of the parasite, EmMPK1, an Erk-1/2 orthologue, EmMPK2, a p38 orthologue and EmMPK3, an Erk7/8 orthologue. Further, I identified and characterized EmMKK2, a MEK1/2 orthologue of the parasite, which, together with the known kinases EmRaf and EmMPK1, forms an Erk1/2-like MAPK module. Moreover, I was able to demonstrate several influences of host growth factors such as EGF (epidermal growth factor) and insulin on worm signaling mechanisms and larval growth, including the phosphorylation of Elp, an ezrin-radixin-moesin like protein, EmMPK1, EmMPK3 and increased mitotic activity of Echinococcus cells. In addition, several substances were examined for their efficacy against the parasite including (i) general tyrosine kinase inhibitors (PP2, leflunamide), (ii) compounds designed to inhibit the activity of receptor tyrosine kinases, (iii) anti-neoplastic agents (miltefosine, perifosine), (iv) serine/threonine kinase inhibitors that have been designed to block the Erk1/2 MAPK cascade and (v) inhibitors of p38 MAPKs. In these studies, EmMPK2 proved to be a promising drug target for the following reasons. Amino acid sequence analysis disclosed several differences to human p38 MAPKs, which is likely to be the reason for the observed enhanced basal activity of recombinant EmMPK2 towards myelin basic protein in comparison to human recombinant p38 MAPK-α. In addition, the prominent auto-phosphorylation activity of the recombinant EmMPK2 protein together with the absence of an interaction with the Echinococcus MKKs suggest a different mechanism of regulation compared to the human enzyme. EmMPK2 activity could be effectively inhibited in vitro and in cultivated metacestode vesicles by treatment with SB202190 and ML3403, two ATP-competitive pyridinyl imidazole inhibitors of p38 MAPKs, in a concentration-dependent manner. Moreover, both compounds, in particular ML3403, caused parasite vesicle inactivation at concentrations which did not affect cultured mammalian cells. Likewise, during the cultivation of Echinococcus primary cells, the presence of ML3403 prevented the generation of new vesicles. Targeting members of the EGF signaling pathway, particulary of the Erk1/2-like MAPK cascade, with Raf and MEK inhibitors prevented the phosphorylation of EmMPK1 in metacestodes cultivated in vitro. However, although parasite growth was prevented under these conditions, the structural integrity of the metacestode vesicles maintained during long-term cultivation in the presence of the MAPK cascade inhibitors. Similar results were obtained when studying the effects of other drugs mentioned above. Taken together, several targets could be identified that reacted with high sensitivity to the presence of inhibitory substances, but did not cause the parasite’s death with one exception, the pyridinyl imidazoles. Based on the presented data, I suggest pyridinyl imidazoles as a novel class of anti-Echinococcus drugs and imply EmMPK2 as survival signal mediating factor, the inhibition of which could be used for the treatment of AE.
Switches in trypanosome differentiation: ALBA proteins acting on post-transcriptional mRNA control
(2011)
Trypanosoma brucei is a digenetic eukaryotic parasite that develops in different tissues of a mammalian host and a tsetse fly. It is responsible for sleeping sickness in sub-saharan Africa. The parasite cycle involves more than nine developmental stages that can be clearly distinguished by their general morphology, their metabolism and the relative positioning of their DNA-containing organelles. During their development, trypanosomes remain exclusively extracellular and encounter changing environments with different physico-chemical properties (nutritional availability, viscosity, temperature, etc.). It has been proposed that trypanosomes use their flagellum as a sensing organelle, in agreement with the established role of structurally-related cilia in metazoa and ciliates. Recognition of environmental triggers is presumed to be at the initiation of differentiation events, leading to the parasite stage that is the best suited to the new environment. These changes are achieved by the modification of gene expression programmes, mostly underlying post-transcriptional control of mRNA transcripts. We first demonstrate that the RNA-binding proteins ALBA3/4 are involved in specific differentiation processes during the parasite development in the fly. They are cytosolic and expressed throughout the parasite cycle with the exception of the stages found in the tsetse fly proventriculus, as shown by both immunofluorescence and live cell analysis upon endogenous tagging with YFP. Knock-down of both proteins in the developmental stage preceding these forms leads to striking modifications: cell elongation, cell cycle arrest and relocalization of the nucleus in a posterior position, all typical of processes acting in parasites found in the proventriculus region. When ALBA3 is over-expressed from an exogenous copy during infection, it interferes with the relocalization of the nucleus in proventricular parasites. This is not observed for ALBA4 over-expression that does not visibly impede differentiation. Both ALBA3/4 proteins react to starvation conditions by accumulating in cytoplasmic stress granules together with DHH1, a recognized RNA-binding protein. ALBA3/4 proteins also partially colocalize with granules formed by polyA+ RNA in these conditions. We propose that ALBA are involved in trypanosome differentiation processes where they control a subset of developmentally regulated transcripts. These processes involving ALBA3/4 are likely to result from the specific activation of sensing pathways. In the second part of the thesis, we identify novel flagellar proteins that could act in sensing mechanisms. Several protein candidates were selected from a proteomic analysis of intact flagella performed in the host laboratory. This work validates their flagellar localization with high success (85% of the proteins examined) and defines multiple different patterns of protein distribution in the flagellum. Two proteins are analyzed during development, one of them showing down-regulation in proventricular stages. The functional analysis of one novel flagellar membrane protein reveals its rapid dynamics within the flagellum but does not yield a visible phenotype in culture. This is coherent with sensory function that might not be needed in stable culture conditions, but could be required in natural conditions during development. In conclusion, this work adds new pieces to the puzzle of identifying molecular switches involved in developmental mRNA control and environmental sensing in trypanosome stages in the tsetse fly.
Insects living in temperate latitudes need to adjust their life-history to a seasonally variable environment. Reproduction, growth, and development have to be completed within the limited period where environmental conditions are favourable while climatically adverse conditions have to be spent in a state of diapause. Consequently, questions how individuals adapt their life-history to seasonality and which mechanisms underlie the responses to seasonal cues, like photoperiod, are important issues in the study of life-history strategies. This thesis focuses on the life-history adaptation to seasonality in the wing-dimorphic common pond skater Gerris lacustris L. (Heteroptera: Gerridae). Using a combination of field and laboratory studies as well as mathematical modelling, it is adressed how variation in the availability of thermal energy impacts on various aspects of larval development such as accumulated thermal energy (i.e. physiological development time), developmental pathway (direct reproduction vs. diapause) and wing dimorphism.
Das Wissen über kognitive Prozesse oder metakognitives Wissen ist seit den 1970er-Jahren Gegenstand der entwicklungspsychologischen Forschung. Im Inhaltsbereich der mathematischen Informationsverarbeitung ist das Konstrukt jedoch – trotz elaborierter theoretischer Modelle über Struktur und Inhalt – empirisch nach wie vor weitgehend unerschlossen.
Die vorliegende Studie schließt diese Lücke, indem sie die Entwicklung des mathematischen metakognitiven Wissens im Längsschnitt untersucht. Dazu wurde nicht nur der Entwicklungsverlauf beschrieben, sondern auch nach den Quellen für die beobachteten individuellen Unterschiede in der Entwicklung gesucht. Auch die aus pädagogischen Gesichtspunkten interessanten Zusammenhänge zwischen der metakognitiven Wissensentwicklung und der parallel dazu verlaufenden Entwicklung der mathematischen Kompetenzen wurden analysiert.
Das Wissen über Kognition oder metakognitives Wissen ist seit den 1970er Jahren Gegenstand der entwicklungspsychologischen Forschung. Besonders umfangreich wurde Entwicklung und Bedeutung des metakognitiven Wissens im Kontext der Gedächtnisentwicklung vom Vorschul- bis ins Grundschulalter untersucht. Das metakognitive Wissen im Inhaltsbereich der mathematischen Informationsverarbeitung ist – trotz elaborierter theoretischer Modelle über Struktur und Inhalt – empirisch weitgehend unerschlossen. Die vorliegende Studie wurde durchgeführt, um systematisch zu untersuchen, wie sich das mathematische metakognitive Wissen in der Sekundarstufe entwickelt, welche Faktoren für individuelle Unterschiede in der Entwicklung verantwortlich sind und in welchem Zusammenhang die metakognitive Wissensentwicklung mit der parallel verlaufenden Entwicklung mathematischer Kompetenzen steht. Zur Klärung der Fragestellungen wurden vier Messzeitpunkte einer breiter angelegten Längsschnittuntersuchung ausgewertet. Der dabei beobachtete Zeitraum umfasste die fünfte und sechste Jahrgangsstufe. Die Stichprobe bestand aus 928 Schülern der Schularten Gymnasium, Realschule und Hauptschule. Die Messinstrumente zur Erfassung der Entwicklungsveränderungen im mathematischen metakognitiven Wissen und der Mathematikleistung wurden auf Grundlage der item response theory konstruiert und mittels vertikalem linking fortlaufend an den Entwicklungsstand der Stichprobe angepasst. Zusätzlich wurden kognitive (Intelligenz und Arbeitsgedächtniskapazität), motivationale (mathematisches Interesse und Selbstkonzept) und sozioökonomische Merkmale (sozioökonomischer Status der Herkunftsfamilie) der Schüler erhoben. Die Lesekompetenz wurde als Methodenfaktor kontrolliert. Entwicklungsunterschiede und -veränderungen im metakognitiven Wissen wurde mit Hilfe von latenten Wachstumskurvenmodellen untersucht. Im beobachteten Zeitraum zeigte sich eine stetige Zunahme des metakognitiven Wissens. Allerdings verlief die Entwicklungsveränderung nicht linear, sondern verlangsamte sich im Verlauf der sechsten Jahrgangsstufe. Individuelle Unterschiede in Ausprägung und Veränderung des metakognitiven Wissens wurden durch kognitive und sozioökonomische Schülermerkmale vorhergesagt. Die motivationalen Merkmale wirkten sich demgegenüber nicht auf den Entwicklungsprozess aus. Geschlechtsunterschiede zeigten sich im Entwicklungsverlauf als Schereneffekt zugunsten der Mädchen. Unterschiede zwischen den Schülern der drei Schularten erreichten bereits zum Eintritt in die Sekundarstufe Signifikanz. Zudem gewannen Gymnasiasten und Hauptschüler im Entwicklungsverlauf stärker an metakognitivem Wissen hinzu als Realschüler. Explorative Mischverteilungsanalysen in der Stichprobe ergaben drei latente Entwicklungsklassen mit jeweils charakteristischem Veränderungsverlauf. Die Klassenzuweisung wurde von der besuchten Schulart sowie kognitiven und sozioökonomischen Schülermerkmalen vorhergesagt. Die Entwicklungsprozesse im mathematischen metakognitiven Wissen und der mathematischen Leistung standen in einem substanziellen, wechselseitigen Zusammenhang. Geschlechts- und Schulartunterschiede blieben ebenso wie die korrelativen Zusammenhänge zwischen den Entwicklungsprozessen auch nach Kontrolle der individuellen Unterschiede in kognitiven, motivationalen und sozioökonomischen Merkmalen erhalten. Die Befunde bestätigen die konstruktivistischen Entwicklungsannahmen der gedächtnispsychologisch geprägten Grundlagenforschung zum metakognitiven Wissen. Zudem wird mit der Untersuchung des mathematischen metakognitiven Wissens in der Sekundarstufe der traditionelle Forschungsfokus inhaltlich erweitert. Das im Rahmen der Studie konstruierte Instrument zur Erfassung des mathematischen metakognitiven Wissens ermöglicht die Untersuchung weiterer, bislang offener Fragen auf dem Gebiet der metakognitiven Entwicklung.