Refine
Year of publication
Document Type
- Journal article (363)
- Doctoral Thesis (111)
- Book article / Book chapter (8)
- Conference Proceeding (4)
- Review (4)
- Other (3)
- Book (2)
- Preprint (2)
- Report (1)
Language
- English (498) (remove)
Keywords
- Psychologie (56)
- EEG (20)
- virtual reality (19)
- attention (17)
- P300 (14)
- anxiety (13)
- psychology (13)
- Kognition (12)
- emotion (12)
- event-related potentials (11)
Institute
- Institut für Psychologie (498) (remove)
Sonstige beteiligte Institutionen
- Adam Opel AG (1)
- BMBF (1)
- Blindeninstitut, Ohmstr. 7, 97076, Wuerzburg, Germany (1)
- Deutsches Zentrum für Präventionsforschung Psychische Gesundheit (DZPP) (1)
- Ernst Strüngmann Institute for Neuroscience in Cooperation with Max Planck Society (ESI) (1)
- Evangelisches Studienwerk e.V. (1)
- Forschungsverbund ForChange des Bayrischen Kultusministeriums (1)
- Klinik für Psychiatrie und Psychotherapie, Universität Würzburg (1)
- Opel Automobile GmbH (1)
- Technische Universität Dresden (1)
This study explored the differential effects of strategy training on German and American elementaryschool children and assessed the role of parents in the development of their children's strategic behavior and metacognition. 184 German and 161 American children were pretested on memory and metamemory tasks. Children were then assigned to either an organizational strategy training condition or a control condition. All children were tested on the maintenance and far-transfer of the strategy and task-related metamemory 1 week following training. Parents completed questionnaires about strategy instruction in the home. Strategy maintenance and metacognition were reassessed 6 months following training. German children were more strategic than American children. Instructed children performed better than control children. German parents reported more instruction of strategies in the home. These data suggest that formal education is responsible for aspects of cognitive development that have sometimes been viewed as a function of age.
Domain-Specific Knowledge and Memory Performance: A Comparison of High- and Low-Aptitude Children
(1989)
Two studies compared memory performance and text comprehension of groups that were equivalent on domain-specific knowledge but differed in overall aptitude, to investigate whether prior knowledge about a particular domain or overall aptitude level was more important when the task was to acquire and use new information in the domain of interest. Both studies dealt with third-, fifth-, and seventh-grade soccer experts' and novices' memory and comprehension of a story dealing with a soccer game. Several measures of memory performance, memory monitoring, and text comprehension were used. Levels of soccer knowledge and of overall aptitude were varied in a factorial design. Neither study detected significant differences between high-aptitude and low-aptitude experts, regardless of their ages. Low aptitude experts outperformed high-aptitude novices on all memory and comprehension measures. The results indicate that domain-specific knowledge can compensate for low overall aptitude on domain-related cognitive tasks.
In a short-term longitudinal study, we investigated how domain-specific knowledge in soccer influences the amount of text recall and comprehension in elementary school and junior high school children of high and low overall aptitudes. Both level of soccer knowledge and overall aptitude were varied in a factorial design. Third, fifth, and seventh grade children were given several measures of text recall and comprehension and were retested on these measures about 1 year later. Performance was more a function of soccer knowledge than of aptitude level.
A MODEL of good information processing is sketched, describing how metacognitive knowledge influences strategy selection and use. Three factors pose particular problems for learning disabled students as they attempt to acquire metacognitive knowledge and to use study strategies productively: neurological impairments; deficiencies in general world knowledge; and negative beliefs, attitudes, and styles that limit self-efficacy. Creating an educational atmosphere that explicitly builds conceptual (domain-specific) knowledge and teaches positive beliefs about learning potential is essential in promoting metacognitively-oriented instruction.
Stability and Variability in Interactive Behavior as Measured by Methods of "Speech Chronemics"
(1988)
Dyadic interaction is modelled os an adaptive process between personality of the partners involved and the characteristics of the theme. The theme structure and the principles which control the adaptation process are referred to as "syntality". The material of the studies reported are the speech signals of the verbal interaction reduced to an on-off pattern. In a first study individual speech behavior was found to remain stable in dyads even if partners changed. The second study showed the stability of the speech patterns for different interaction themes even if dyads changed. These apparently contradictory results are reconciled by introducing the concept of "adaptive stability". Individual speech behavior does not happen at a stable activity level, but is characterized by a constant relationship (" less" or "more") to the respective activity of the other partner.
Thirty-two 4-year-olds and thirty-two 6-year-olds were tested for free and cued recall following either play-and-remember or sort-and-remember instructions and assessed for their metamemory of the efficacy of conceptual and perceptual sorting strategies. The younger children recalled significantly more items under sort-and-remember than under play-and-remember instructions, whereas no significant recall differences between instructional conditions were found for the older children. However, 6-year-olds showed higher levels of recall than 4-year-olds in both instructional conditions. Category cues were much more effective than color cues, regardless of age. In addition, clustering scores indicated that conceptual organization at both encoding and retrieval increased with age and with instruction. These results show that from 4 to 6 years of age children are learning to spontaneously employ memory strategies. In addition, they highlight the increasing importance of conceptual organization to retention of young children. Finally, the metamemory data suggest that there may be a lag between children’s articulated declarative knowledge about the usefulness of conceptual organization and their procedural use of it.
The present study investigated the relationshtp between developmental shifts in the organization of materials and developmental changes in deliberate strategy use. Second and fourth grade children were presented with clusterable sort/recall lists representing the factorial combinations of high and low interitem association, and high and low category relatedness. Strategy use in the task was rated by the experimenter and also assessed via self reports. General and task-related strategy knowledge tmetamemoryt was also examined. Second graders displayed more category clustering during recall for highly associated items than for weakly associated items. whereas older children’s recall organization (but not recall) was unaffected by this organizational dimension. Correlations among measures of metamemory and organizational behavior indicated that second graders in general were unaware of the importance of categorization strategies for facilitation of recall. On the other hand. sorting during study and task-related metamemory were the most important predictors of fourth graders’ recall performance, thus indicating that most fourth graders used categorization strategies deliberately.
Nine hierarchical and four nonhierarchical clustering algorithms were compared on their ability to resolve 200 multivariate normal mixtures. The effects of coverage, similarity measures, and cluster overlap were studied by including different levels of coverage for the hierarchical algorithms, Euclidean distances and Pearson correlation coefficients, and truncated multivariate normal mixtures in the analysis. The results confirmed the findings of previous Monte Carlo studies on clustering procedures in that accuracy was inversely related to coverage, and that algorithms using correlation as the similarity measure were significantly more accurate than those using Euclidean distances. No evidence was found for the assumption that the positive effects of the use of correlation coefficients are confined to unconstrained mixture models.
This study addresses three themes that recur in the research on student achievement: (a) developmental modeling ofintraindividual changes in achievement over time; (b) examination of the differences among subgroups within a classroom in the determinants of achievement; (c) description of the interactions among instructional variables in determining achievement differences. Eight classrooms were preselected on the basis of their widely differing slopes obtained in a regression analysis of pre- and posttest achievement scores. Mathematics achievement differences among sixth graders were analyzed in a four-wave design and explained by aptitude and instructional variables in a structural equation framework provided by LISREL. The results demonstrate the local nature of achievement models in that neither their measurement nor structural components proved generalizable across both groups of classrooms. Mention is also made, however, of technical problems and analytical ambiguities in the interpretation of these results.
The methodological implications of a differential psychopharmacology are discussed. It is shown that the technique of stratifying subjects with personality scores depends on one basic assumption: the personality score is not affected by the other experimental factors. Two experiments are reported in which pre- and posttest (after the experiment) scores were measured. The pre-post-differences showed themselves to be affected by the medication. It is argued that in psychopharmacological experimentation an additional step must be included. All non-treatment factors must be examined for their stability in the course of the experiment. If they are stable, usual evaluation may take place. If changes are attributable to the treatment, personality scores must be regarded as dependent variables. They have to be evaluated together with the other observables with a multivariate model. Additionally, a procedure like this yields as "experimental differential psychology" a self-reliant contribution to the problems of differential psychology.
In an experimental analog of verbal examinations, the call-up situation, the effects of two dosages of a tranquillizing agent (lopirazepam) are compared to placebo treatment. 72 male and female, healthy, young volunteers have been randomly assigned to 12 groups of 6 subjects each. Pulse frequency and performance were registered. The results indicated differential drug effects which were interpreted according to the hypotheses of "differential effects of social stressors". If a situation was highly challenging for a subject, the application of a tranquillizer in an adequately high dosage enabled him to perform well in spite of or because of strong increases in pulse frequency.
Children's information processing of risky choice alternatives was investigated in two studies without using verbal reports. In Study 1, the ability to integrate the probabilities and the payoffs of simple bets was examined using the rating scale methodology. Children's choices among three of those simple bets were recorded also. By cross-classifying the children's choice and rating behavior it was shown that a three-stage developmental hypothesis of decision making is not sufficient. A four-stage hypothesis is proposed. In Study 2, the influence of enlarging the presented number of alternatives from two to three and the influence of the similarity of the alternatives on children's choice probabilities was examined with those bets. Children's choice behavior was probabilistic and was influenced only by enlarging the presented number of alternatives. These results suggest that a Bayesian approach, based on two probabilistic choice models, should not be applied in order to analyze children's choice behavior. The functional measurement approach is, as was demonstrated in Study 1, a powerful implement to further the understanding of the development of decision making.
For the current study the Lazarian stress-coping theory and the appendant model of psychosocial adjustment to chronic illness and disabilities (Pakenham, 1999) has shaped the foundation for identifying determinants of adjustment to ALS. We aimed to investigate the evolution of psychosocial adjustment to ALS and to determine its long-term predictors. A longitudinal study design with four measurement time points was therefore, used to assess patients' quality of life, depression, and stress-coping model related aspects, such as illness characteristics, social support, cognitive appraisals, and coping strategies during a period of 2 years. Regression analyses revealed that 55% of the variance of severity of depressive symptoms and 47% of the variance in quality of life at T2 was accounted for by all the T1 predictor variables taken together. On the level of individual contributions, protective buffering, and appraisal of own coping potential accounted for a significant percentage in the variance in severity of depressive symptoms, whereas problem management coping strategies explained variance in quality of life scores. Illness characteristics at T2 did not explain any variance of both adjustment outcomes. Overall, the pattern of the longitudinal results indicated stable depressive symptoms and quality of life indices reflecting a successful adjustment to the disease across four measurement time points during a period of about two years. Empirical evidence is provided for the predictive value of social support, cognitive appraisals, and coping strategies, but not illness parameters such as severity and duration for adaptation to ALS. The current study contributes to a better conceptualization of adjustment, allowing us to provide evidence-based support beyond medical and physical intervention for people with ALS.
No abstract available.
In this work, we evaluate the status of both theory and empirical evidence in the field of experimental rest-break research based on a framework that combines mental-chronometry and psychometric-measurement theory. To this end, we (1) provide a taxonomy of rest breaks according to which empirical studies can be classified (e.g., by differentiating between long, short, and micro-rest breaks based on context and temporal properties). Then, we (2) evaluate the theorizing in both the basic and applied fields of research and explain how popular concepts (e.g., ego depletion model, opportunity cost theory, attention restoration theory, action readiness, etc.) relate to each other in contemporary theoretical debates. Here, we highlight differences between all these models in the light of two symbolic categories, termed the resource-based and satiation-based model, including aspects related to the dynamics and the control (strategic or non-strategic) mechanisms at work. Based on a critical assessment of existing methodological and theoretical approaches, we finally (3) provide a set of guidelines for both theory building and future empirical approaches to the experimental study of rest breaks. We conclude that a psychometrically advanced and theoretically focused research of rest and recovery has the potential to finally provide a sound scientific basis to eventually mitigate the adverse effects of ever increasing task demands on performance and well-being in a multitasking world at work and leisure.