Deutsches Institut für Internationale Pädagogische Forschung (DIPF)
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Erstmalig begrüßen Sie zwei Veranstalter zum Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Im Namen der Goethe-Universität und des DIPF heißen wir Sie zum 51. DGPs-Kongress in Frankfurt herzlich willkommen. Unser diesjähriges Motto "Psychologie gestaltet" stellt die Bedeutung der wissenschaftlichen Psychologie für die Bewältigung individueller und gesellschaftlicher Herausforderungen in den Mittelpunkt. Als Forschende haben wir in vielen Bereichen die Möglichkeit, positiv zur Gestaltung menschlichen Lebens und Zusammenlebens beizutragen. In diesem Sinne freuen wir uns auf einen anregenden Kongress, gestaltet durch die rund 2400 wissenschaftlichen Beiträge aus allen Gebieten der Psychologie. ...
We tested 6–7-year-olds, 18–22-year-olds, and 67–74-year-olds on an associative memory task that consisted of knowledge-congruent and knowledge-incongruent object–scene pairs that were highly familiar to all age groups. We compared the three age groups on their memory congruency effect (i.e., better memory for knowledge-congruent associations) and on a schema bias score, which measures the participants’ tendency to commit knowledge-congruent memory errors. We found that prior knowledge similarly benefited memory for items encoded in a congruent context in all age groups. However, for associative memory, older adults and, to a lesser extent, children overrelied on their prior knowledge, as indicated by both an enhanced congruency effect and schema bias. Functional Magnetic Resonance Imaging (fMRI) performed during memory encoding revealed an age-independent memory x congruency interaction in the ventromedial prefrontal cortex (vmPFC). Furthermore, the magnitude of vmPFC recruitment correlated positively with the schema bias. These findings suggest that older adults are most prone to rely on their prior knowledge for episodic memory decisions, but that children can also rely heavily on prior knowledge that they are well acquainted with. Furthermore, the fMRI results suggest that the vmPFC plays a key role in the assimilation of new information into existing knowledge structures across the entire lifespan. vmPFC recruitment leads to better memory for knowledge-congruent information but also to a heightened susceptibility to commit knowledge-congruent memory errors, in particular in children and older adults.
A question of striking the right balance : how do digital media influence how we think and act?
(2020)
What influence do digital technologies have on human perception, thinking and action? Do computer games harm the development of young brains? And is there really such a thing as »digital dementia«, an increasing forgetfulness caused by the use of modern technologies? For some of these questions, answers are available that are empirically corroborated.
Based on a meta-analysis, Redick and Lindsey (2013) found that complex span and n-back tasks show an average correlation of r = 0.20, and concluded that "complex span and n-back tasks cannot be used interchangeably as working memory measures in research applications" (p. 1102). Here, we comment on this conclusion from a psychometric perspective. In addition to construct variance, performance on a test contains measurement error, task-specific variance, and paradigm-specific variance. Hence, low correlations among dissimilar indicators do not provide strong evidence for the existence, or absence, of a construct common to both indicators. One way to arrive at such evidence is to fit hierarchical latent factors that model task-specific, paradigm-specific, and construct variance. We report analyses for 101 younger and 103 older adults who worked on nine different working memory tasks. The data are consistent with a hierarchical model of working memory, according to which both complex span and n-back tasks are valid indicators of working memory. The working memory factor predicts 71% of the variance in a factor of reasoning among younger adults (83% for among older adults). When the working memory factor was restricted to any possible triplet of working memory tasks, the correlation between working memory and reasoning was inversely related to the average magnitude of the correlations among the indicators, indicating that more highly intercorrelated indicators may provide poorer coverage of the construct space. We stress the need to go beyond specific tasks and paradigms when studying higher-order cognitive constructs, such as working memory.
Auf das richtige Maß kommt es an : wie beeinflussen digitale Medien unser Denken und Handeln?
(2020)
Welchen Einfluss haben digitale Technologien auf das menschliche Wahrnehmen, Denken und Handeln? Schaden Computerspiele der Entwicklung junger Gehirne? Und gibt es tatsächlich so etwas wie eine »digitale Demenz«, eine durch die Nutzung moderner Technologien bedingte wachsende Vergesslichkeit? Auf einige dieser Fragen gibt es bereits Antworten, die empirisch belegt sind.
This study investigated whether prompting children to generate predictions about an outcome facilitates activation of prior knowledge and improves belief revision. 51 children aged 9–12 were tested on two experimental tasks in which generating a prediction was compared to closely matched control conditions, as well as on a test of executive functions (EF). In Experiment 1, we showed that children exhibited a pupillary surprise response to events that they had predicted incorrectly, hypothesized to reflect the transient release of noradrenaline in response to cognitive conflict. However, children's surprise response was not associated with better belief revision, in contrast to a previous study involving adults. Experiment 2 revealed that, while generating predictions helped children activate their prior knowledge, only those with better inhibitory control skills learned from incorrectly predicted outcomes. Together, these results suggest that good inhibitory control skills are needed for learning through cognitive conflict. Thus, generating predictions benefits learning – but only among children with sufficient EF capacities to harness surprise for revising their beliefs.
The development of multimodal sensor-based applications designed to support learners with the improvement of their skills is expensive since most of these applications are tailor-made and built from scratch. In this paper, we show how the Presentation Trainer (PT), a multimodal sensor-based application designed to support the development of public speaking skills, can be modularly extended with a Virtual Reality real-time feedback module (VR module), which makes usage of the PT more immersive and comprehensive. The described study consists of a formative evaluation and has two main objectives. Firstly, a technical objective is concerned with the feasibility of extending the PT with an immersive VR Module. Secondly, a user experience objective focuses on the level of satisfaction of interacting with the VR extended PT. To study these objectives, we conducted user tests with 20 participants. Results from our test show the feasibility of modularly extending existing multimodal sensor-based applications, and in terms of learning and user experience, results indicate a positive attitude of the participants towards using the application (PT+VR module).
Die vorliegende Studie versucht einen Beitrag zur Erforschung von Implementationsmöglichkeiten des bilingualen Sprachvermögens von Schüler*innen mit Migrationshintergrund für den Regelschulkontext zu leisten, indem ein bilinguales Interaktionsangebot beim Peer-Learning für türkisch-deutschsprachig aufwachsende Schüler*innen der dritten und vierten Klasse in einem quasi-experimentellen Setting unter Verwendung von Mixed Methods untersucht wird.
Background: Recent studies have suggested substantial fluctuations of cognitive performance in adults both across and within days, but very little is known about such fluctuations in children. Children's sleep behavior might have an important influence on their daily cognitive resources, but so far this has not been investigated in terms of naturally occurring within-person variations in children's everyday lives.
Methods: In an ambulatory assessment study, 110 elementary school children (8–11 years old) completed sleep items and working memory tasks on smartphones several times per day in school and at home for 4 weeks. Parents provided general information about the children and their sleep habits.
Results: We identified substantial fluctuations in the children's daily cognitive performance, self-reported nightly sleep quality, time in bed, and daytime tiredness. All three facets were predictive of performance fluctuations in children's school and daily life. Sleep quality and time in bed were predictive of performance in the morning, and afternoon performance was related to current tiredness. The children with a lower average performance level showed a higher within-person coupling between morning performance and sleep quality.
Conclusions: Our findings contribute important insights regarding a potential source of performance fluctuations in children. The effect of varying cognitive resources should be investigated further because it might impact children's daily social, emotional, and learning-related functioning. Theories about children's cognitive and educational development should consider fluctuations on micro-longitudinal scales (e.g., day-to-day) to identify possible mechanisms behind long-term changes.