TY - JOUR A1 - Simon, Tony A1 - Carbrera, Angel A1 - Kliegl, Reinhold T1 - A new approach to the study of subitizing as distinct enumeration processing Y1 - 1993 SN - 0-8058- 1487-6 ER - TY - GEN A1 - Simon, Tony A1 - Cabrera, Angel A1 - Kliegl, Reinhold T1 - A new approach to the study of subitizing as distinct enumeration processing N2 - 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. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - paper 168 Y1 - 1993 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-41083 ER - TY - GEN A1 - Schiefele, Ulrich A1 - Wild, Klaus Peter T1 - Induktiv versus deduktiv entwickelte Fragebogenverfahren zur Erfassung von Merkmalen des Lernverhaltens T1 - Inductively versus deductively developed questionnaires to measure learning characteristics N2 - Die gegenwärtig diskutierten Verfahren zur Erfassung von Lernstrategien, Lernstilen und Lernorientierungen können in zwei Gruppen unterteilt werden. Die erste Gruppe ist induktiv konstruiert worden und hat auf der Grundlage von Interviewstudien relativ globale Lernermerkmale postuliert. Typisch für 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 Tragebögen zu Lernstrategien undmotivationalen Merkmalen entwickelt. Die kognitiven und motivationalen Komponenten sind dabei strikt getrennt worden. Der vorliegende Artikel stellt beide Gruppen von Verfahren anhand ausgewählter Beispiele dar und diskutiert ihre Vor- und Nachteile. N2 - Currently available questionnaires to measure strategies, styles, and orientations of learning seem to fall in two different groups. The first group employed an inductive procedure and proposed relatively global learner characteristics that were derived from interview studies. These characteristics typically involve motivational as well as cognitive components. The second group of measures did proceed deductively. On the basis of cognitive models of the learning process and theories of motivation, questionnaires were developed with rather specific subscales of learning strategies and motivational characteristics. These measures, however, have strictly separated cognitive and motivational components of learning. In the present article, we selected two representative examples of each group of questionnaires and discussed their advantages and disadvantages. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - paper 058 Y1 - 1993 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-33596 ER - TY - JOUR A1 - Meckelmann, Viola T1 - Formen der Problembewältigung bei Potsdamer Jugendlichen Y1 - 1993 ER - TY - JOUR A1 - Meckelmann, Viola T1 - Zur Entwicklung des Selbstkonzepts im Jugendalter Y1 - 1993 ER - TY - JOUR A1 - Mayr, Ulrich A1 - Kliegl, Reinhold T1 - Sequential and coordinative complexity : age-based processing limitations in figural transformation N2 - 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) Y1 - 1993 SN - 0278-7393 ER - TY - GEN A1 - Mayr, Ulrich A1 - Kliegl, Reinhold T1 - Sequential and coordinative complexity : age-based processing limitations in figural transformations N2 - 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. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - paper 163 Y1 - 1993 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-40416 ER - TY - GEN A1 - Lindenberger, Ulman A1 - Mayr, Ulrich A1 - Kliegl, Reinhold T1 - Speed and intelligence in old age N2 - 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. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - paper 162 Y1 - 1993 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-40402 ER - TY - JOUR A1 - Lindenberger, Ulman A1 - Mayr, Ulrich A1 - Kliegl, Reinhold T1 - Speed and intelligence in old age Y1 - 1993 ER - TY - GEN A1 - Krapp, Andreas A1 - Schiefele, Ulrich A1 - Wild, Klaus Peter A1 - Winteler, Adolf T1 - Der „Fragebogen zum Studieninteresse" (FSI) N2 - Die vorliegende Arbeit berichtet über die Entwicklung des „Fragebogen zum Studieninteresse" (FSI) und seine testtheoretische Überprüfung. An der Untersuchung nahmen 298 Studenten verschiedener Studiengänge 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 beträgt .90, die Test-Retest-Reliabilität .67 (Zeitspanne: 2 Jahre). Zur Prüfung der Validität des revidierten FSI wurde eine Reihe weiterer Variablen erhoben (z.B. intrinsische motivationale Orientierung, Tätigkeitszentrierung, Extraversion, Verwendung von Lernstrategien, Studienleistung). Die Ergebnisse zeigen, daß der FSI in ausreichendem Maße konvergente, diskriminante und kriteriumsbezogene Validität besitzt. N2 - This article reports the development of the "Study Interest Questionnaire" (SIQ). A total of 298 university students took part in a study that was designed to test the reliability and validity of the SIQ. The original version of the SIQ included 27 items. On the basis of factor and Rasch analyses we obtained a unidimensional version consisting of 18 items. The revised version of the SIQ showed considerable internal consistency (Alpha = .90) and test-retest reliability (.67; time lag: 2 years). In order to test the convergent, discriminant, concurrent, and predictive validity of the SIQ, a number of additional variables were assessed (e.g., intrinsic motivational orientation, extraversión, use of learning strategies, achievement). The results confirm that the SIQ is a sufficiently valid instrument. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - paper 060 Y1 - 1993 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-33601 ER - TY - GEN A1 - Kliegl, Reinhold A1 - Smith, Jacqui A1 - Lindenberger, Ulman A1 - Mayr, Ulrich A1 - Krampe, Ralf A1 - Baltes, Paul B. T1 - Max-Planck-Institut für Bildungsforschung Berlin T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - paper 172 Y1 - 1993 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-41124 ER - TY - JOUR A1 - Kliegl, Reinhold A1 - Mayr, Ulrich A1 - Krampe, Ralf T. T1 - Psychophysikalische Bestimmung von kognitiven Darbietungenszeit-Leistungs-Funktionen Y1 - 1993 ER - TY - GEN A1 - Kliegl, Reinhold A1 - Lindenberger, Ulman T1 - Modeling intrusions and correct recall in episodic memory : adult age differences in encoding of list context N2 - 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. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - paper 161 Y1 - 1993 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-40397 ER - TY - JOUR A1 - Kliegl, Reinhold A1 - Lindenberger, Ulman T1 - Modeling intrusions and correct recall in episodic memory : adult age differences in encoding of list context Y1 - 1993 ER - TY - BOOK A1 - Kirsch, Bärbel T1 - Problembelastung und Problembewältigung jugendlicher Schüler : erste Ergebnisse einer empirischen Untersuchung an Potsdamer Schulen = Probleme im Jugendalter : Sonntagsvorlesung ; gehalten auf der Sonntagsvorlesung am 14. Juni 1992, veranstaltet vom Gleichstellungsrat der Universität Potsdam T3 - Frauen-Prisma Y1 - 1993 SN - 0944-033X PB - Univ. CY - Potsdam ER - TY - JOUR A1 - Kirsch, Bärbel T1 - Erste ausgewählte Ergebnisse zum Problemerleben jugendlicher Schüler im Alter von 12 - 18 Jahren Y1 - 1993 ER - TY - JOUR A1 - Kirsch, Bärbel T1 - Überblick über das Forschungsprojekt "Problemerleben und -belastung sowie Problembewältigung bei Jugendlichen im Alter von 12 - 18 Jahren" Y1 - 1993 ER - TY - JOUR A1 - Franz, Sigrid T1 - Zum Zusammenhang Problemerleben und Selbstkonzept Y1 - 1993 ER - TY - GEN A1 - Csikszentmihalyi, Mihaly A1 - Schiefele, Ulrich T1 - Die Qualität des Erlebens und der Prozeß des Lernens N2 - In der vorliegenden Arbeit wird argumentiert, daß das Erleben von „Flow" im Prozeß des Lernens für das Entstehen von intrinsischer Lernmotivation und für die kognitive Entwicklung der Schüler von entscheidender Bedeutung ist. Die FIow-Theorie von M. Csikszentmihalyi wird ausführlich dargestellt und ihre Relevanz für den Lernprozeß erläutert. Es werden zwei empirische Studien berichtet, die die Auswirkungen des Flow-Erlebens auf schulisches Lernen belegen. Schließlich wird der Versuch gemacht, Folgerungen für die pädagogische Praxis abzuleiten. N2 - This article argues that the experience of "flow" while learning is of crucial importance for students' intrinsic motivation to learn and cognitive development. A presentation of M. Csikszentmihai.yis flow theory is given and its relevance for the process of learning is discussed. Two studies are reported that support the significance of flow for learning in school. Finally, suggestions for educational practice are made. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - paper 057 Y1 - 1993 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-33578 ER - TY - BOOK ED - Schaarschmidt, Uwe T1 - Psychologie in Österreich Y1 - 1993 PB - WUV-Verl. CY - Wien ER -