Refine
Has Fulltext
- yes (131)
Is part of the Bibliography
- yes (131)
Year of publication
Document Type
- Journal article (79)
- Book article / Book chapter (35)
- Conference Proceeding (10)
- Book (3)
- Review (3)
- Other (1)
Keywords
- Psychologie (43)
- Gedächtnisleistung (8)
- Längsschnittuntersuchung (7)
- Gedächtnis (6)
- Kind (6)
- Metagedächtnis (6)
- Entwicklung (5)
- Rechtschreibung (5)
- Schulleistung (5)
- Begabung (4)
Institute
- Institut für Psychologie (bis Sept. 2007) (81)
- Institut für Psychologie (39)
- Klinik und Poliklinik für Allgemein-, Viszeral-, Gefäß- und Kinderchirurgie (Chirurgische Klinik I) (2)
- Klinik und Poliklinik für Anästhesiologie (ab 2004) (2)
- Klinik und Poliklinik für Psychiatrie, Psychosomatik und Psychotherapie (2)
- Medizinische Klinik und Poliklinik I (2)
- Frauenklinik und Poliklinik (1)
- Institut für Klinische Epidemiologie und Biometrie (1)
- Institut für Rechtsmedizin (1)
- Kinderklinik und Poliklinik (1)
- Klinik und Poliklinik für Kinder- und Jugendpsychiatrie, Psychosomatik und Psychotherapie (1)
- Neurologische Klinik und Poliklinik (1)
- Physikalisches Institut (1)
- Poliklinik für Zahnerhaltung und Parodontologie (1)
- Theodor-Boveri-Institut für Biowissenschaften (1)
Schulklassenunterricht soll möglichst vielen Schülern ein möglichst hohes kognitives Leistungsniveau erreichen helfen. Nur wenige Unterrichtsstudien haben bisher jedoch zur Aufklärung jener Lehr-Lern-Bedingungen beigerragen, unter denen sich hohe qualifikatorische und varianzreduktive Wirkungen gleichzeitig erreichen lassen. Die vorliegende Studie greift dafür auf Merkmale einer adaptiv-remedialen Lehr-Lern-Organisation zurück und überprüft ihren Erklärungsgehalt im Mathematikunterricht von 58 fünften Hauptschulklassen. Zur systematischen Entwicklung komplexer Erklärungen und ihrer einzelfallartigen Beurteilung wird ein neu entwickeltes Programmsystem (HYPAG) angewandt. Es fühn zur Auswahl einer Annahmenstruktur, in der Instrumental- und Rahmenbedingungen von Schulklassenunterricht in Wechselwirkung stehen, für sich genommen aber nur mehr hinreichende und darin substiruierbare Bedingungen qualifizierender und varianzreduktiver Unterrichtseffekte sind.
No abstract available.
No abstract available.
Experimental research on memory development has typically focused on the description of universal development trends across the life span and the identification of major sources of development within this domain. However, there is a lack of studies investigating the preconditions and effects of interindividual variability within age groups across different memory tasks. Similarly, our knowledge about the stability of interindividual differences across the life span as well as the sources and the amount of intraindividual variability across memory tasks is scarce. In the present chapter, we concentrate on these neglected issues. First, theoretical assumptions concerning the interindividual and intraindividual variability of memory development are discussed. Next, empirical evidence is presented that seems suited to document the importance of these neglected issues. While we try to give a representative account of the literature, the emphasis is on more recent studies of memory development in children and elderly adults conducted in our laboratory. The results demonstrate that age-related changes and individual differences in the knowledge base are particularly important for describing and explaining individual differences in memory develoment. In comparison, the rote of stable individual differences in basic memory capacities in explaining variations in memory development is less clear given tbe conflicting empirical evidence. In the final section of the chapter consequences for future research are discussed.
Educational psychology
(1979)
This is a report on the more recent developments and the present state of research into educational psychology in German speaking countries. Particular emphasis is given to research on: parental upbringing and its effects on child development; the examination of socialization effects within and across different scbool systems; studies on teaching-leaming processes and on social interaction in the classroom; the systematic promotion of the development of cognitive abilities and motives in students; and, finally, the design of improved instruments in methods of describing, explaining and predicting school success. Subsequently, the report will look into problems in tbe practical application of research findings in educational psychology. Finally, there follows a sbort discussion of various metatheoretical positions in educational psycbology in German speaking countries and their possible effects on the future development of the field.