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The interruption of learning processes by breaks filled with diverse activities is common in everyday life. We investigated the effects of active computer gaming and passive relaxation (rest and music) breaks on working memory performance. Young adults were exposed to breaks involving (i) eyes-open resting, (ii) listening to music and (iii) playing the video game “Angry Birds” before performing the n-back working memory task. Based on linear mixed-effects modeling, we found that playing the “Angry Birds” video game during a short learning break led to a decline in task performance over the course of the task as compared to eyes-open resting and listening to music, although overall task performance was not impaired. This effect was associated with high levels of daily mind wandering and low self-reported ability to concentrate. These findings indicate that video games can negatively affect working memory performance over time when played in between learning tasks. We suggest further investigation of these effects because of their relevance to everyday activity.
The interruption of learning processes by breaks filled with diverse activities is common in everyday life. We investigated the effects of active computer gaming and passive relaxation (rest and music) breaks on working memory performance. Young adults were exposed to breaks involving (i) eyes-open resting, (ii) listening to music and (iii) playing the video game “Angry Birds” before performing the n-back working memory task. Based on linear mixed-effects modeling, we found that playing the “Angry Birds” video game during a short learning break led to a decline in task performance over the course of the task as compared to eyes-open resting and listening to music, although overall task performance was not impaired. This effect was associated with high levels of daily mind wandering and low self-reported ability to concentrate. These findings indicate that video games can negatively affect working memory performance over time when played in between learning tasks. We suggest further investigation of these effects because of their relevance to everyday activity.
Inhalt:
Eberhard Knobloch: Der Briefwechsel zwischen Alexander von Humboldt und Charles Lyell: Ein Überblick
Alejandro Cheirif Wolosky: La recepción humboldtiana de Cristóbal Colón
Luiz Estevam O. Fernandes: Political Essay on the Kingdom of New Spain: Humboldt and the history of Mexico
Dominik Erdmann/Christian Thomas: „… zu den wunderlichsten Schlangen der Gelehrsasmkeit zusammengegliedert“. Neue Materialien zu den ‚Kosmos-Vorträgen‘ Alexander von Humboldts, nebst Vorüberlegungen zu deren digitaler Edition
Konstantin Treuber „Warum ich nicht Diorit-Trachyt sagen soll.“ – Ein geologischer Brief Gustav Roses an Alexander von Humboldt
Anja Werner: Alexander von Humboldt’s Footnotes: “Networks of Knowledge” in the Sources of the 1826 Essai politique sur l’île de Cuba
Peter Honigmann: Alexander von Humboldts Journale seiner russisch-sibirischen Reise 1829 [mit einer Einführung von Eberhard Knobloch]
Über die Autoren
(2015)
When it comes to footnotes, Alexander von Humboldt was ahead of his times even though his references leave much to be desired by today’s academic standards. This article examines the footnotes of Humboldt’s Essai politique sur l‘île de Cuba (1826). While it is not always easy to decipher his sometimes cryptic references, the undertaking is worthwhile: Humboldt’s footnotes do not only reveal his vast networks of knowledge. They also provide glimpses of ongoing, contemporary disputes among different scholars that involve Humboldt’s writings. They also present Humboldt’s reactions to such disputes. Exploring Humboldt’s footnotes consequently allows the reader to access both Humboldt the scholar and Humboldt the human being.
Gustav Rose (1798-1873) begleitete Alexander von Humboldt auf seiner Russlandreise und stand bis zu Humboldts Tod persönlich und postalisch zum ihm in Kontakt. Die Edition des vorliegenden Briefs zielt darauf ab, die Bedeutung der Person Gustav Rose in ihrer Beziehung zu Alexander von Humboldt und ihrem Einfluss auf den mineralogisch-geologischen Teil des Kosmos zu beleuchten und dem Leser dieses interessante historische Dokument zugänglich zu machen.
Alexander von Humboldts 1827/28 gehaltene Kosmos-Vorträge stellen ebenso einen kanonischen Bezugspunkt wie einen weißen Fleck in der Rezeption seines Schaffens dar. Zahlreiche Deutungen basieren auf lediglich zwei unkommentierten Leseausgaben von Collegheften anonym gebliebener Zuhörer Humboldts. Seine 2009 wiedergefundenen eigenhändigen Vorlesungsmanuskripte versprechen, diese schmale Quellenbasis zu erweitern. Alfred Dove hatte bereits 1872 auf ihre Existenz verwiesen und interpretierte sie damals als Nukleus der schriftlichen Ausarbeitung des Kosmos. Diese Sichtweise hat sich in der Rezeption gehalten, während die Materialien, die Dove beschrieb, in Vergessenheit gerieten. Der Artikel stellt anhand ausgewählter Beispiele die Vorlesungsmanuskripte Humboldts und Nachschriften seiner Zuhörer in ihrem Zusammenhang vor, entwickelt die These von der Eigenständigkeit der sogenannten Kosmos-Vorträge gegenüber dem fünfbändigen Kosmos und umreißt die wichtigsten Ziele und Inhalte der geplanten digitalen Edition.
In this paper we discuss how Alexander von Humboldt conceived a past to New Spain in his Political Essay on New Spain (1811) and how this text was, in turn, appropriated by the Mexican historiography during the 19th century.
In order to do so, we analyze how the Prussian drew from American sources, particularly from the text of the Jesuit Francisco Javier Clavijero, written shortly before. We also study Humboldt’s conceptions of text and of history, highlighting the place of the indigenous in the composition of his reasoning. Finally, we give examples of how the Mexican nationalist historiography read and reinterpreted the Political Essay.