@misc{SimonCabreraKliegl1993,
  author    = {Simon, Tony and Cabrera, Angel and Kliegl, Reinhold},
  title     = {A new approach to the study of subitizing as distinct enumeration processing},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-41083},
  year      = {1993},
  abstract  = {This paper presents a new methodology for examining the phenomenon of subitizing. Subjects were presented with a standard numerosity-detection task but for a range of presentation times to allow Task-Accuracy Functions to be computed for individual subjects. The data appear to show a continuous change in processing for numerosities from 2 to 5 when the data are aggregated across subjects. At the level of individual subjects, there appear to be qualitative shifts in enumeration processing after 3 or 4 objects. The approach used in this experiment may be used to test the claim that subitizing is a distinct enumeration process that can be used for small numbers of objects.},
  language  = {en}
}
@misc{KlieglSmithLindenbergeretal.1993,
  author    = {Kliegl, Reinhold and Smith, Jacqui and Lindenberger, Ulman and Mayr, Ulrich and Krampe, Ralf and Baltes, Paul B.},
  title     = {Max-Planck-Institut f{\"u}r Bildungsforschung Berlin},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-41124},
  year      = {1993},
  language  = {de}
}
@misc{MayrKliegl1993,
  author    = {Mayr, Ulrich and Kliegl, Reinhold},
  title     = {Sequential and coordinative complexity : age-based processing limitations in figural transformations},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-40416},
  year      = {1993},
  abstract  = {Dimensions of cognitive complexity in figural transformations were examined in the context of adult age differences. Sequential complexity was manipulated through figural transformations of single objects in a multiple-object array. Coordinative complexity was induced through spatial or nonspatial transformations of the entire array. Results confirmed the prediction that age-related slowing is larger in coordinative complexity than in sequential complexity conditions. The effect was stable across 8 sessions (Experiment 1), was obtained when age groups were equated in accuracy with criterion-referenced testing (Experiment 2), and was corroborated by age-differential probabilities of error types (Experiments 1 and 2). A model is proposed attributing age effects under coordinative complexity to 2 factors: (a) basic-level slowing and (b) time-consuming reiterations through the processing sequence due to age-related working memory failures.},
  language  = {en}
}
@misc{KlieglLindenberger1993,
  author    = {Kliegl, Reinhold and Lindenberger, Ulman},
  title     = {Modeling intrusions and correct recall in episodic memory : adult age differences in encoding of list context},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-40397},
  year      = {1993},
  abstract  = {A model for correct recall and intrusions in cued recall of word lists is introduced. Intrusions are false responses that were correct in an earlier list. The model assumes 3 exclusive states for memory traces after encoding: with a list tag (i.e., with information about list origin), without list tags, and missing. Across lists, a trace can lose its list tag or its content. For retrieval, an optimal strategy of response selection was assumed. Younger and older laboratory-trained mnemonists participated in 2 experiments in which recall of permutations of a single word list across a single set of cues was held constant with individually adjusted presentation times. With correct recall equated to younger adults, older adults were more susceptible to intrusions. Age differences were restricted to model parameters estimating the probability of generation of list tags. Alternative accounts of age differences in context memory are discussed.},
  language  = {en}
}
@misc{LindenbergerMayrKliegl1993,
  author    = {Lindenberger, Ulman and Mayr, Ulrich and Kliegl, Reinhold},
  title     = {Speed and intelligence in old age},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-40402},
  year      = {1993},
  abstract  = {Past research suggests that age differences in measures of cognitive speed contribute to differences in intellectual functioning between young and old adults. To investigate whether speed also predicts age-related differences in intellectual performance beyond age 70 years, tests indicating 5 intellectual abilities—speed, reasoning, memory, knowledge, and fluency—were administered to a close-to-representative, age-stratified sample of old and very old adults. Age trends of all 5 abilities were well described by a negative linear function. The speed-mediated effect of age fully explained the relationship between age and both the common and the specific variance of the other 4 abilities. Results offer strong support for the speed hypothesis of old age cognitive decline but need to be qualified by further research on the reasons underlying age differences in measures of speed.},
  language  = {en}
}
@article{KlieglMayrKrampe1993,
  author    = {Kliegl, Reinhold and Mayr, Ulrich and Krampe, Ralf T.},
  title     = {Psychophysikalische Bestimmung von kognitiven Darbietungenszeit-Leistungs-Funktionen},
  year      = {1993},
  language  = {de}
}
@article{MayrKliegl1993,
  author    = {Mayr, Ulrich and Kliegl, Reinhold},
  title     = {Sequential and coordinative complexity : age-based processing limitations in figural transformation},
  issn      = {0278-7393},
  year      = {1993},
  abstract  = {Dimensions of cognitive complexity in figural transformations were examined in the context of adult age differences. Sequential complexity was manipulated through figural transformations of single objects in a multiple- object array. Coordinative complexity was induced through spatial or nonspatial transformations of the entire array. Results confirmed the prediction that age-related slowing is larger in coordinative complexity than in sequential complexity conditions. The effect was stable across 8 sessions (Exp 1), was obtained when age groups were equated in accuracy with criterion-referenced testing (Exp 2), and was corroborated by age-differential probabilities of error types (Exps 1 and 2). A model is proposed attributing age effects under coordinative complexity to 2 factors: (1) basic- level slowing and (2) time-consuming reiterations through the processing sequence due to age-related working memory failures. (PsycINFO Database Record (c) 2012 APA, all rights reserved)},
  language  = {en}
}
@article{SimonCarbreraKliegl1993,
  author    = {Simon, Tony and Carbrera, Angel and Kliegl, Reinhold},
  title     = {A new approach to the study of subitizing as distinct enumeration processing},
  isbn      = {0-8058- 1487-6},
  year      = {1993},
  language  = {en}
}
@article{KlieglLindenberger1993,
  author    = {Kliegl, Reinhold and Lindenberger, Ulman},
  title     = {Modeling intrusions and correct recall in episodic memory : adult age differences in encoding of list context},
  year      = {1993},
  language  = {en}
}
@article{LindenbergerMayrKliegl1993,
  author    = {Lindenberger, Ulman and Mayr, Ulrich and Kliegl, Reinhold},
  title     = {Speed and intelligence in old age},
  year      = {1993},
  language  = {en}
}
@book{OPUS4-28799,
  title     = {Psychologie in {\"O}sterreich},
  editor    = {Schaarschmidt, Uwe},
  publisher = {WUV-Verl.},
  address   = {Wien},
  year      = {1993},
  language  = {de}
}
@book{Kirsch1993,
  author    = {Kirsch, B{\"a}rbel},
  title     = {Problembelastung und Problembew{\"a}ltigung jugendlicher Sch{\"u}ler : erste Ergebnisse einer empirischen Untersuchung an Potsdamer Schulen = Probleme im Jugendalter : Sonntagsvorlesung ; gehalten auf der Sonntagsvorlesung am 14. Juni 1992, veranstaltet vom Gleichstellungsrat der Universit{\"a}t Potsdam},
  series = {Frauen-Prisma},
  journal   = {Frauen-Prisma},
  publisher = {Univ.},
  address   = {Potsdam},
  issn      = {0944-033X},
  pages     = {35 S.},
  year      = {1993},
  language  = {de}
}
@article{Franz1993,
  author    = {Franz, Sigrid},
  title     = {Zum Zusammenhang Problemerleben und Selbstkonzept},
  year      = {1993},
  language  = {de}
}
@article{Kirsch1993,
  author    = {Kirsch, B{\"a}rbel},
  title     = {Erste ausgew{\"a}hlte Ergebnisse zum Problemerleben jugendlicher Sch{\"u}ler im Alter von 12 - 18 Jahren},
  year      = {1993},
  language  = {de}
}
@article{Kirsch1993,
  author    = {Kirsch, B{\"a}rbel},
  title     = {{\"U}berblick {\"u}ber das Forschungsprojekt "Problemerleben und -belastung sowie Problembew{\"a}ltigung bei Jugendlichen im Alter von 12 - 18 Jahren"},
  year      = {1993},
  language  = {de}
}
@article{Meckelmann1993,
  author    = {Meckelmann, Viola},
  title     = {Formen der Problembew{\"a}ltigung bei Potsdamer Jugendlichen},
  year      = {1993},
  language  = {de}
}
@article{Meckelmann1993,
  author    = {Meckelmann, Viola},
  title     = {Zur Entwicklung des Selbstkonzepts im Jugendalter},
  year      = {1993},
  language  = {de}
}
@misc{CsikszentmihalyiSchiefele1993,
  author    = {Csikszentmihalyi, Mihaly and Schiefele, Ulrich},
  title     = {Die Qualit{\"a}t des Erlebens und der Prozeß des Lernens},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-33578},
  year      = {1993},
  abstract  = {In der vorliegenden Arbeit wird argumentiert, daß das Erleben von „Flow" im Prozeß des Lernens f{\"u}r das Entstehen von intrinsischer Lernmotivation und f{\"u}r die kognitive Entwicklung der Sch{\"u}ler von entscheidender Bedeutung ist. Die FIow-Theorie von M. Csikszentmihalyi wird ausf{\"u}hrlich dargestellt und ihre Relevanz f{\"u}r den Lernprozeß erl{\"a}utert. Es werden zwei empirische Studien berichtet, die die Auswirkungen des Flow-Erlebens auf schulisches Lernen belegen. Schließlich wird der Versuch gemacht, Folgerungen f{\"u}r die p{\"a}dagogische Praxis abzuleiten.},
  language  = {de}
}
@misc{KrappSchiefeleWildetal.1993,
  author    = {Krapp, Andreas and Schiefele, Ulrich and Wild, Klaus Peter and Winteler, Adolf},
  title     = {Der „Fragebogen zum Studieninteresse" (FSI)},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-33601},
  year      = {1993},
  abstract  = {Die vorliegende Arbeit berichtet {\"u}ber die Entwicklung des „Fragebogen zum Studieninteresse" (FSI) und seine testtheoretische {\"U}berpr{\"u}fung. An der Untersuchung nahmen 298 Studenten verschiedener Studieng{\"a}nge teil. Ausgehend von einer 27 Items umfassenden Version verblieben aufgrund von Faktorenanalyse und Rasch- Skalierung 18 Items, die eine eindimensionale Skala bilden. Die interne Konsistenz (Alpha) des revidierten FSI betr{\"a}gt .90, die Test-Retest-Reliabilit{\"a}t .67 (Zeitspanne: 2 Jahre). Zur Pr{\"u}fung der Validit{\"a}t des revidierten FSI wurde eine Reihe weiterer Variablen erhoben (z.B. intrinsische motivationale Orientierung, T{\"a}tigkeitszentrierung, Extraversion, Verwendung von Lernstrategien, Studienleistung). Die Ergebnisse zeigen, daß der FSI in ausreichendem Maße konvergente, diskriminante und kriteriumsbezogene Validit{\"a}t besitzt.},
  language  = {de}
}
@misc{SchiefeleWild1993,
  author    = {Schiefele, Ulrich and Wild, Klaus Peter},
  title     = {Induktiv versus deduktiv entwickelte Fragebogenverfahren zur Erfassung von Merkmalen des Lernverhaltens},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-33596},
  year      = {1993},
  abstract  = {Die gegenw{\"a}rtig diskutierten Verfahren zur Erfassung von Lernstrategien, Lernstilen und Lernorientierungen k{\"o}nnen in zwei Gruppen unterteilt werden. Die erste Gruppe ist induktiv konstruiert worden und hat auf der Grundlage von Interviewstudien relativ globale Lernermerkmale postuliert. Typisch f{\"u}r diese Verfahren ist auch die Integration motivationaler und kognitiver Komponenten des Lernverhaltens. Die zweite Gruppe zeichnet sich durch ein deduktives Vorgehen aus. Ausgehend von kognitionspsychologischen Modellen des Lernprozesses sowie verschiedenen Motivationstheorien wurden differenzierte Trageb{\"o}gen zu Lernstrategien undmotivationalen Merkmalen entwickelt. Die kognitiven und motivationalen Komponenten sind dabei strikt getrennt worden. Der vorliegende Artikel stellt beide Gruppen von Verfahren anhand ausgew{\"a}hlter Beispiele dar und diskutiert ihre Vor- und Nachteile.},
  language  = {de}
}