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Das 3. Herbsttreffen Patholinguistik fand am 21. November 2009 an der Universität Potsdam statt. Der vorliegende Tagungsband enthält die drei Hauptvorträge zum Schwerpunktthema „Von der Programmierung zu Artikulation: Sprechapraxie bei Kindern und Erwachsenen“. Darüber hinaus enthält der Band die Beiträge aus dem Spektrum Patholinguistik, sowie die Abstracts der Posterpräsentationen.
The present study investigates diagnostic skills of German teachers in estimating basic reading capacities of sixth graders and the way they relate to achievement heterogeneity of the judged student group and to students' language background.
The data were obtained from a sample of 39 German teachers and their classes in the context of the Berlin Longitudinal Reading Study. Judgements on different levels were analysed (achievement of sixth graders in general and of individual students). Diagnostic skills were investigated using different indicators: the personal judgement error and tendency and the accuracy in identifying achievement differences between individual students (rank component). The accuracy in estimating reading capacities of students with and without a different language background was investigated by means of achievement level matched pairs.
The outcomes indicated, among others, an overestimation of students' general achievement level and on average an acceptable accuracy in identifying achievement differences between individual students. They showed equal difficulties in judging performances of students with and without a different language background.
Prior research has shown that quantity of schooling affects the development of intelligence in childhood and adolescence. However, it is still debated whether other aspects of schooling-such as ability tracking or, more generally, school quality-can also influence intelligence. In this study, the authors analyzed intelligence gains in academic- and vocational-track schools in Germany, testing for differential effects of school quality (academic vs. vocational track) on psychometric intelligence. Longitudinal data were obtained from a sample of N = 1,038 Grade 7 and 10 students in 49 schools. A nonverbal reasoning test was used as an indicator of general psychometric intelligence, and relevant psychological and social background variables were included in the analyses. Propensity score matching was used to control for selection bias. Results showed a positive effect of attending the academic track.
Background. Assigning students to different school tracks on the basis of their achievement levels is a widely used strategy that aims at giving students the best possible learning opportunity. There is, however, a growing body of literature that questions such positive effects of tracking. Aims. This study compared the developmental trajectories of reading comprehension and decoding speed between students at academic track schools that typically prepare students for university entrance and students at non-academic track schools that usually prepare students for vocational education. Sample. In a longitudinal design with three occasions of data collection, the authors drew on a sample of N= 1,508 5th graders (age at T1 about 11 years, age at T3 about 14 years) from 60 schools in Germany. The academic track sample comprised n= 568 students; the non-academic track sample comprised n= 940 students. Method. Achievement measures were obtained by standardized tests of reading comprehension and decoding speed. Students at the different tracks were closely matched using propensity scores. To compare students growth trajectories between the different school tracks, we applied multi-group latent growth curve models. Results. Comparable results were recorded for the complete (unmatched) sample and for the matched pairs. In all cases, students at the different tracks displayed a similar growth in reading comprehension, whereas larger growth rates for students at academic track schools were recorded for decoding speed. Conclusions. Our findings contribute to an increasing body of literature suggesting that tracking might have undesired side effects.
Equally able students have lower academic self-concepts in high-achieving classrooms than in low-achieving classrooms. This highly general and robust frame of reference effect is widely known as the Big-Fish-Little-Pond Effect (BFLPE; Marsh, 1987). This study contributes to research aiming to identify moderators of the BFLPE by investigating the effects of students' personality (i.e. Big Five traits and narcissism). Multilevel structural equation modeling was used to test the moderator hypotheses, drawing on data from a large sample of N= 4973 upper secondary track students (M age = 19.57). Consistent with a priori predictions, the negative effect of school-average achievement (the BFLPE) interacted significantly with narcissism. Students high in narcissism experienced smaller BFLPEs than did students with low or average levels of narcissism. The statistically significant effect for neuroticism acted in the opposite direction. The study illustrates how personality moderates frame of reference effects that are central to self-concept formation.
The 2010 very high energy gamma-ray flare and 10 years ofmulti-wavelength oservations of M 87
(2012)
The giant radio galaxy M 87 with its proximity (16 Mpc), famous jet, and very massive black hole ((3-6) x 10(9) M-circle dot) provides a unique opportunity to investigate the origin of very high energy (VHE; E > 100 GeV) gamma-ray emission generated in relativistic outflows and the surroundings of supermassive black holes. M 87 has been established as a VHE gamma-ray emitter since 2006. The VHE gamma-ray emission displays strong variability on timescales as short as a day. In this paper, results from a joint VHE monitoring campaign on M 87 by the MAGIC and VERITAS instruments in 2010 are reported. During the campaign, a flare at VHE was detected triggering further observations at VHE (H.E.S.S.), X-rays (Chandra), and radio (43 GHz Very Long Baseline Array, VLBA). The excellent sampling of the VHE gamma-ray light curve enables one to derive a precise temporal characterization of the flare: the single, isolated flare is well described by a two-sided exponential function with significantly different flux rise and decay times of tau(rise)(d) = (1.69 +/- 0.30) days and tau(decay)(d) = (0.611 +/- 0.080) days, respectively. While the overall variability pattern of the 2010 flare appears somewhat different from that of previous VHE flares in 2005 and 2008, they share very similar timescales (similar to day), peak fluxes (Phi(>0.35 TeV) similar or equal to (1-3) x 10(-11) photons cm(-2) s(-1)), and VHE spectra. VLBA radio observations of 43 GHz of the inner jet regions indicate no enhanced flux in 2010 in contrast to observations in 2008, where an increase of the radio flux of the innermost core regions coincided with a VHE flare. On the other hand, Chandra X-ray observations taken similar to 3 days after the peak of the VHE gamma-ray emission reveal an enhanced flux from the core (flux increased by factor similar to 2; variability timescale <2 days). The long-term (2001-2010) multi-wavelength (MWL) light curve of M 87, spanning from radio to VHE and including data from Hubble Space Telescope, Liverpool Telescope, Very Large Array, and European VLBI Network, is used to further investigate the origin of the VHE gamma-ray emission. No unique, common MWL signature of the three VHE flares has been identified. In the outer kiloparsec jet region, in particular in HST-1, no enhanced MWL activity was detected in 2008 and 2010, disfavoring it as the origin of the VHE flares during these years. Shortly after two of the three flares (2008 and 2010), the X-ray core was observed to be at a higher flux level than its characteristic range (determined from more than 60 monitoring observations: 2002-2009). In 2005, the strong flux dominance of HST-1 could have suppressed the detection of such a feature. Published models for VHE gamma-ray emission from M 87 are reviewed in the light of the new data.
The study investigates the effects of classroom composition (average ability, achievement, and socio-economic background, proportion of immigrant students) on the development in mathematics achievement, and reading literacy from grade 5 to 6. The study draws on a sample of N=1892 students in vocational track schools (Hauptschule) and intermediate track schools (Realschule) in Baden-Wuerttemberg, Germany. After controlling for school type, and between-school differences in student intake characteristics, none of the compositional characteristics showed a statistically significant effect on achievement development. School track was associated with the development of reading literacy even after controlling for individual differences; however, this relationship lost its statistical significance after the composition of the student body was additionally taken into account.
Major depression is a highly prevalent severe mood disorder that is treated with antidepressants. The molecular targets of antidepressants require definition. We investigated the role of the acid sphingomyelinase (Asm)-ceramide system as a target for antidepressants. Therapeutic concentrations of the antidepressants amitriptyline and fluoxetine reduced Asm activity and ceramide concentrations in the hippocampus, increased neuronal proliferation, maturation and survival and improved behavior in mouse models of stress-induced depression. Genetic Asm deficiency abrogated these effects. Mice overexpressing Asm, heterozygous for acid ceramidase, treated with blockers of ceramide metabolism or directly injected with C16 ceramide in the hippocampus had higher ceramide concentrations and lower rates of neuronal proliferation, maturation and survival compared with controls and showed depression-like behavior even in the absence of stress. The decrease of ceramide abundance achieved by antidepressant-mediated inhibition of Asm normalized these effects. Lowering ceramide abundance may thus be a central goal for the future development of antidepressants.