Refine
Has Fulltext
- yes (61)
Is part of the Bibliography
- yes (61)
Year of publication
Document Type
- Journal article (61) (remove)
Keywords
- Psychologie (61) (remove)
Institute
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.
Bei 46 Typ-I-Diabetikern im Alter zwischen 15 und 44 Jahren wurden die Auswirkungen der viszeralen Deafferentierung bei autonomer Diabetesneuropathie auf körperliche Befindlichkeit und Emotionalität untersucht. Die Erfassung des Ausprägungsgrad der autonomen Neuropathie erfolgte mit vegetativen Funktionstest. Diabetiker ohne Neuropathie (N = 14), mit leichter Neuropathie (N = 23) und mit schwerer Neuropathie (N = 9) wurden miteinander verglichen. Gering ausgeprägte autonome Neuropathie führt zu vegetativen Funktionsstörungen, ist aber gleichzeitig mit einer verminderten Wahrnehmung körperlicher Beschwerden - erfaßt mit der Freiburger Beschwerdenliste - verbunden. Im Streß- und Copingverhalten (SCOPE) und in bestimmten Persönlichkeitsdimensionen (FPI) finden sich dabei Hinweise auf eine verminderte emotionale Reaktivität. Patienten mit fortgeschrittener autonomer Neuropathie haben zumeist ausgeprägte diabetische Folgekrankheiten (diabetische Retinopathie, Makro- und Mikroangiopathie etc.), scheinen aber die damit verbundenen körperlichen Beeinträchtigungen und emotionalen Belastungen nicht stärker als Diabetiker ohne Neuropathie wahrzunehmen. Die autonome Deafferentierung bei Diabetikern scheint somit sowohl zu einer gestörten Wahrnehmung körperlicher Beschwerden wie auch zu einer beeinträchtigten emotionalen Reaktionsfähigkeit zu führen.
Previous research has shown German children to be more strategic on sort-recall memory tasks than their American age-mates, and to show fewer effort-related attributions. We conducted this study to determine if those differences are due to systematic differences in the strategy instruction and attributional beliefs of German and U.S. teachers, and to explore metacognitive instructional practices in the two countries. Teachers responded to a questionnaire that inquired about their use of strategy instructions, fostering of reflective thinking in pupils, sources of children’s learning problems, and modeling of metacognitive skills such as monitoring. The second part of the questionnaire asked about the reasons underlying children’s academic successes and failures. German teachers reported more instruction of task-specific strategies, while American teachers showed more effort-related attributions. The types of strategies instructed and types of learning problems most frequently described varied across the two countries, and also according to how many years the teachers had taught. Results were discussed regarding their implications for metacognitive developmental theory, particularly regarding culture and other environmental influences on the development of controlled processing.
The nature of good information processing is outlined as determined by intact neurology, information stored in long-term memory, and general cognitive tendencies, attitudes, and styles. Educators can promote the development of good information processing by promoting what is in long-term memory. This can be accomplished by teaching important literary, scientific, and cultural knowledge; teaching strategies; motivating the acquisition and use of important conceptual knowledge and strategies; and encouraging the general tendencies supporting good information processing. Good information processing can be produced by years of appropriate educational input. Good information processors cannot be produced by short-term interventions.
4-6-year-old children's understanding of cognitive cuing was studied in 2 experiments using a strategic interaction paradigm. Ghildren could fool a competitor by hiding targets in locations that were labeled with semantically weakly associated cues and help a cooperative partner by hiding them in semantically highly associated locations. Very few 4-year-olds, half the 5-year-olds, and almost all 6-year-olds appropriately chose semantically highly vs. weakly associated hiding places to make the targets easy vs. difficult to find. The second experiment showed that 4-year-olds did not strategically manipulate cues as sources of information, although they themselves proficiently used them as such in a search task. These findings are discussed with regard to research on children's developing understanding of origins of knowledge and belief and with regard to recent claims that young preschoolers possess a metacognitive understanding of cognitive cuing.
The goal of the present study was to determine whether 4- and 5-year-old kindergarten children could be trained to maintain an organizational strategy over 2- and 8 week periods through an elaborate training program. A second goal was to assess the effects of the training program on strategy awareness. Twenty-eight kindergarten children were pretested on two sort-recall tasks and their awareness of the use of the clustering strategy was assessed through a protocol type procedure. Half the children received seven half-hour sessions of individual training in the clustering strategy and half the children participated in a control group. Both groups were post-tested on two sort-recall tasks 2 weeks following training and again 8 weeks following training. Strategy awareness, as measured by verbal protocol, was assessed at both post-test points. The elaborate strategy training program was successful in inducing short- and long-term strategy maintenance of the clustering strategy. Trained children’s clustering during sorting and clustering during recall was consistently related to the amount of items correctly recalled. No differences in strategy awareness were found. These findings demonstrate that the elaborate training procedure used in this study can be a very effective memory technique for young kindergarten children.
A comparative study of diabetics with autonomic neuropathy (N = 13) as against nonneuropathic diabetics (N = 16) and healthy control persons (N = 20) was carried out with respect 10 heart rate both at rest and under stress, frequency of cardiac arrhythmias in a 24-h ECG and accuracy of heartbeat and arrhythmia perception. In the subjects with diabetic autonomic neuropathy, the spontaneaus variability and stress-induced reactivity of the heart rate as weil as the number of tachycardic episodes were reduced, whereas the frequency of ventricular extrasystoles was somewhat increased. Impaired heartbeat perception and a complete Ioss of perception of arrhythmias as a consequence of neuropathic deafferentation could be demonstrated. Cardiac perception disordersalso playavital roJe in other clinical problems, e.g. silent myocardial infarction and Iack of awareness of hypoglycaemia in diabetes mellitus.
In panic disorder bodily sensations appear to play an important role as a trigger for anxiety. In our psychophysiological model of panic attacks we postulate the following vicious circle: individuals with panic attacks perceive even quite small increases in heart rate and interpret these changes as being catastrophic. This elicits anxiety and a further increase in heart rate. To evaluate this model we conducted a field study of 28 subjects with panic attacks and 20 healthy controls. A 24 hr ambulatory ECG was recorded and the subjects were instructed to report any cardiac perceptions during this period and to rate the anxiety elicited by these perceptions. The incidence of cardiac perceptions was about the same in both groups, but only subjects with panic attacks reported anxiety associated with such perceptions. Analysis of the ECGs revealed that in both groups heart rate accelerations preceded cardiac perceptions. Following cardiac perceptions, the healthy controls showed a heart rate deceleration, whereas the subjects with panic attacks had a further acceleration. This heart rate increase after cardiac perceptions was positively related to the level of anxiety elicited by the perceptions. These results provide clear evidence in support of the vicious circle model of panic attacks.
In a study intended to replicate and extend the findings from a recent experiment by Schneider and Bjorklund (1992), the expert/novice paradigm was used with second- and fourth-grade children in a sort/recall task. Children were classified as experts or novices for their knowledge of baseball, then given two sort/recall tasks, with a list consisting of either baseball or nonbaseball terms. Experts recalled more than novices on the baseball list only. While both groups used organizational strategies at sorting on the nonbaseball list, experts were marginally more strategic than novices on the baseball list, and no differences were found between the groups on either list for clustering. Baseball experts used more adultlike categories, suggesting that their enhanced levels of recall were attributed in part to strategy use, although there was also evidence that most of the substantial recall difference between the groups was attributed to item-specific effects associated with a more elaborated knowledge base. A second experiment using fifth-grade children on a multitrial sort/recall task using the baseball list also found increased recall by experts, and also found evidence of strategic behavior at the sort phase for trials 3 and 4.
Second- and fourth-grade children were classified according to their knowledge of soccer (experts vs. novices) and IQ (high vs. low), and given 2 sort-recall tasks. One task included items related to the game of soccer and the other included items from familiar natural language categories. Previous research has shown that expertise in a snbject can compensate for low levels of performance on text comprehension tasks. Our results, the flrst examing the effects of both expertise and intelligence on a strategic memory task, were that soccer expert children recalled more items on the soccer list bnt not on the nonsoccer list than soccer novice children. However, soccer expertise did not modify a significant effect of IQ level, with high-IQ children recalling more than low-IQ children for all contrasts. Interest in soccer was found to be related to expertise but did not contribute to differences in memory performance. The results demonstrate that the knowledge base plays an important role in children's memory, but that domain knowledge cannot fully eliminate the effects of IQ on sort-recall tasks using domain-related materials. That is, although rich domain knowledge seemed to compensate for low aptitude, in that low-aptitude experts performed at the level of high-aptitude novices, its effects were not strong enough to eliminate performance differences between highand low-aptitude soccer experts.
High- and low-IQ children in the first, third, and fifth grades performed two free-recall tasks: a sort-recall task with sets of categorically related pictures, and a class-recall task, with children recalling the current members of their school class. All children were deemed to be experts concerning the composition of their school class, but, unlike experts in other domains, had no special motivation associated with their expertise. Recall and clustering on both tasks were high. The high-IQ children performed better than low-IQ children only on the sort-recall task. IQ was significantly correlated with measures of performance on the sort-recall task but not on the class-recall task. The results reflect the fact that the memory benefits associated with being an expert (here, elimination of IQ effects) are related to the greater knowledge the expert possesses and not to factors of motivation.
Da organische Ursachen für die Non-Ulcer Dyspepsia nicht nachweisbar sind und außerdem bekannt ist, daß die Psyche einen wichtigen Einfluß auf die Magenfu nktion hat. werden häufig psychologische Faktoren als Ursache der NUD angesehen. Bisher liegen empirische Arbeiten über die Psychopathologie und Persönlichkeitsstruktur der NUD-Patienten. deren Krankheitsverhalten sowie über den Zusammenhang zwischen Streß und Magenbeschwerden vor. Eine kritische Sichtung dieser Arbeiten ergab, daß umer den psychologischen Variablen die Angst und das Krankheitsverhalten der NUD-Patienten eine besondere Rolle zu spielen scheinen. In zukünftigen Studien sollte außerdem mehr als bisher auf die Abgrenzung gegenüber anderen funktionellen Störungsbildern und auf eine bessere Differenzierung (u. a. hinsichtlich physiologischer Funktionsveränderungen) innerhalb der heterogenen Gruppe der NUD-Patienten geachtet werden. Lohnenswert erscheint es auch, die bisher noch gar nicht untersuchten Personen mit Magenbeschwerden, aber ohne Arztkomakt. genauer psychologisch zu untersuchen.
Wolfgang Schneider fasst den Stand der Forschung zum Konzept des Metagedächtnisses zusammen. Zunächst illustriert er Probleme der Definition und der Konzeptualisierung von Metagedächtnis und lässt eine knappe Charakterisierung der wichtigsten- Erfassungsmethoden folgen. Abschliessend werden die wichtigsten Befunde zur Entwicklung des Metagedächtnisses im Kindesalter und ihre Beziehung zur Anwendung von Gedächtnisstrategien und zur Entwicklung von Gedächtnisleistungen dargestellt.
ln two experiments, male rats were observed in pairs under different environmental stimulations in an open field. ln Experiment 1, white noise of 85 dB(A) reduced social activities and increased defecation compared to 75 dB(A) and 65 dß(A). ln Experiment 2, the illumination of the open field was varied in addition to a variation of the noise intensity. Again, 85 dB(A) as compared to 50 dB(A) reduced social activities and increased defecation, but also led to changes in non-social behaviours such as sniffing, grooming, and rearing. ln contrast, 400 lx did not differ substantially in its effects from 40 lx in any of the observed behavioural categories. Altogether, the behaviour pattern under 85 dß(A) white noise cannot satisfactorily be explained only by increased anxiety or fear. Alternative explanations are discussed.