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The debates about the interrelations between reason and law have undergone a change after the eighteenth century. References to the recta ratio of jusnaturalistic tradition have not disappeared, but other comprehensions of legal reason have developed. The European debate over legal positivist science has contributed to this in a manifestation of the rationality of law. This transformation may be considered the basis for the development of true “legal technologies” throughout the twentieth century. On the other hand, in the context of theories of positive law which have taken the relation between ethics and legal reason as a problem, the formation of discourses on coercion (Austin and Holmes), on validity (Kelsen and Hart) and on justification (Alexy and Dworkin) has also contributed to the emergence of new models of legal rationality. In this paper, it is highlighted that the construction of these models is linked to the “points of view” which theories have proposed as legitimate for the interpretation of legal phenomenon. And it is suggested that the discussion over points of view (defined as “focuses”, term which is close to the notion of “attitude”, “stance” or “place of speech”) may aid in the debate on the normativity of law.
Dual-task paradigms encompass a broad range of approaches to measure cognitive load in instructional settings. As a common characteristic, an additional task is implemented alongside a learning task to capture the individual’s unengaged cognitive capacities during the learning process. Measures to determine these capacities are, for instance, reaction times and interval errors on the additional task, while the performance on the learning task is to be maintained. Opposite to retrospectively applied subjective ratings, the continuous assessment within a dual-task paradigm allows to simultaneously monitor changes in the performance related to previously defined tasks. Following the Cognitive Load Theory, these changes in performance correspond to cognitive changes related to the establishment of permanently existing knowledge structures. Yet the current state of research indicates a clear lack of standardization of dual-task paradigms over study settings and task procedures. Typically, dual-task designs are adapted uniquely for each study, albeit with some similarities across different settings and task procedures. These similarities range from the type of modality to the frequency used for the additional task. This results in a lack of validity and comparability between studies due to arbitrarily chosen patterns of frequency without a sound scientific base, potentially confounding variables, or undecided adaptation potentials for future studies. In this paper, the lack of validity and comparability between dual-task settings will be presented, the current taxonomies compared and the future steps for a better standardization and implementation discussed.
Assessment of selective mutism (SM) is hampered by the lack of diagnostic measures. The Frankfurt Scale of Selective Mutism was developed for kindergarteners, schoolchildren, and adolescents, including the diagnostic scale (DS) and the severity scale (SS). The objective of this study was to evaluate this novel, parent-rated questionnaire among individuals aged 3 to 18 years (n = 334) with SM, social phobia, internalizing disorders, and a control group. Item analysis resulted in high item-total correlations, and internal consistency in both scales was excellent with Cronbach’s α = .90-.98. Exploratory factor analysis of the SS consistently yielded a one-factor solution. Mean sum scores of the DS differed significantly between the diagnostic groups, and the receiver operating characteristic analysis resulted in optimal cutoffs for distinguishing SM from all other groups with the area under the curves of 0.94-1.00. The SS sum scores correlated significantly with SM’s clinician-rated symptom severity.
Interest is an important factor for successful learning that has been the subject of intensive research for decades. Although interest in nature is of great importance for environmental education, to date there is no valid and reliable measurement tool. Therefore, the purpose of this study was to develop and test a scale for interest in nature, the Nature Interest Scale (NIS). In study 1, nine items were selected based on the three dimensions of the psychological interest construct to represent interest in nature. The factor structure of this new measurement instrument, was tested using confirmatory factor analyses. The results show that the instrument represents the three dimensions of the interest construct well. In study 2 the validity (discriminant and convergent validity) as well as the reliability (internal consistency, composite reliability, test-retest reliability) of the NIS were demonstrated. In study 3, the applicability of the NIS was tested with a different target group, students with learning disabilities. The results of this factor analysis also confirm the factor structure of the scale. Thus, this study provides a valid and reliable measurement tool for individual interest in nature that can be used for future research.
As a relevant cognitive-motivational aspect of ICT literacy, a new construct ICT Engagement is theoretically based on self-determination theory and involves the factors ICT interest, Perceived ICT competence, Perceived autonomy related to ICT use, and ICT as a topic in social interaction. In this manuscript, we present different sources of validity supporting the construct interpretation of test scores in the ICT Engagement scale, which was used in PISA 2015. Specifically, we investigated the internal structure by dimensional analyses and investigated the relation of ICT Engagement aspects to other variables. The analyses are based on public data from PISA 2015 main study from Switzerland (n = 5860) and Germany (n = 6504). First, we could confirm the four-dimensional structure of ICT Engagement for the Swiss sample using a structural equation modelling approach. Second, ICT Engagement scales explained the highest amount of variance in ICT Use for Entertainment, followed by Practical use. Third, we found significantly lower values for girls in all ICT Engagement scales except ICT Interest. Fourth, we found a small negative correlation between the scores in the subscale “ICT as a topic in social interaction” and reading performance in PISA 2015. We could replicate most results for the German sample. Overall, the obtained results support the construct interpretation of the four ICT Engagement subscales.
Die vorliegende Dissertation hat die Evaluation der Instruktionssensitivität von Testitems unter Berücksichtigung individueller Lernvoraussetzungen von Schülerinnen und Schülern zum Thema. Die Instruktionssensitivität von Items bzw. Testaufgaben erfasst, ob diese in der Lage sind, Effekte von Unterricht auf die Leistungen der Schülerinnen und Schüler abzubilden. Der Begriff der individuellen Lernvoraussetzungen wird im Rahmen dieser Arbeit sehr breit gefasst und subsumiert unter anderem kognitive, metakognitive, motivationale und volitionale Merkmale (Brühwiler, 2014; Brühwiler et al., 2017). Ausgehend von den Lernvoraussetzungen, welche im Zusammenhang von Angebots-Nutzungs-Modellen (u.a. Brühwiler, 2014; Fend, 1981) konzeptionell aufgegriffen werden, wird in den daran anschließenden quantitativen Analysen ein besonderer Fokus auf die Qualität der Lernmotivation (Ryan & Deci, 2000) gelegt. Das empirische Ziel der Arbeit besteht in der exemplarischen Überprüfung, inwiefern Indikatoren der Instruktionssensitivität von Testitems durch die Qualität der Lernmotivation der Schülerinnen und Schüler beeinflusst werden.
Vor dem Hintergrund dieses Erkenntnisinteresses werden Parameterschätzungen aus längsschnittlichen Mehrebenen-Item-Response-Modellen mit unterschiedlichen Modellspezifikationen gegenübergestellt. Analysiert werden Daten von 832 Fünftklässlerinnen und Fünftklässlern aus dem Schweizer Kanton St. Gallen, die wiederholt an Schulleistungstests im Fach Mathematik teilgenommen haben. Unterscheiden sich die Parameterschätzungen zwischen den Spezifikationen, spricht dies dafür, dass die Qualität der Lernmotivation einen Einfluss auf die Schätzung der Instruktionssensitivität der Mathematikitems nimmt. Als Indikatoren der Instruktionssensitivität werden die differenzielle (Naumann et al., 2016) und die spezifische Sensitivität herangezogen. Angenommen wird, dass die Einbeziehung der Qualität der Lernmotivation als Kovariate die Schätzung dieser beiden Indikatoren beeinflusst.
Das Ergebnis der Analysen ist eindeutig: Keine der aufgestellten Hypothesen kann angenommen werden. Die Resultate sprechen dafür, dass die Parameterschätzungen zur Evaluation der Instruktionssensitivität von der Qualität der Lernmotivation nicht wesentlich beeinflusst werden. Diese Befundlage überrascht, da zahlreiche Studien darauf hindeuten, dass motivationale Merkmale von Schülerinnen und Schülern einen Einfluss auf deren schulische Leistungen nehmen (u.a. Kriegbaum et al., 2015; Taylor et al., 2014) und für die Schätzung der Indikatoren der Instruktionssensitivität auf Daten von Schulleistungstests zurückgegriffen wurde. Die Ergebnisse werden aus inhaltlicher und methodischer Perspektive diskutiert.
Background: Diet and physical activity (PA) have a major impact on physical and mental health. However, there is a lack of effective strategies for sustaining these health-protective behaviors. A shift to a microtemporal, within-person approach is needed to capture dynamic processes underlying eating behavior and PA, as they change rapidly across minutes or hours and differ among individuals. However, a tool that captures these microtemporal, within-person processes in daily life is currently not present.
Objective: The APPetite-mobile-app is developed for the ecological momentary assessment of microtemporal, within-person processes of complex dietary intake, objectively recorded PA, and related factors. This study aims to evaluate the feasibility and usability of the APPetite-mobile-app and the validity of the incorporated APPetite-food record.
Methods: The APPetite-mobile-app captures dietary intake event-contingently through a food record, captures PA continuously through accelerometers, and captures related factors (eg, stress) signal-contingently through 8 prompts per day. Empirical data on feasibility (n=157), usability (n=84), and validity (n=44) were collected within the Eat2beNICE-APPetite-study. Feasibility and usability were examined in healthy participants and psychiatric patients. The relative validity of the APPetite-food record was assessed with a subgroup of healthy participants by using a counterbalanced crossover design. The reference method was a 24-hour recall. In addition, the energy intake was compared with the total energy expenditure estimated from accelerometry.
Results: Good feasibility, with compliance rates above 80% for prompts and the accelerometer, as well as reasonable average response and recording durations (prompt: 2.04 min; food record per day: 17.66 min) and latencies (prompts: 3.16 min; food record: 58.35 min) were found. Usability was rated as moderate, with a score of 61.9 of 100 on the System Usability Scale. The evaluation of validity identified large differences in energy and macronutrient intake between the two methods at the group and individual levels. The APPetite-food record captured higher dietary intakes, indicating a lower level of underreporting, compared with the 24-hour recall. Energy intake was assessed fairly accurately by the APPetite-food record at the group level on 2 of 3 days when compared with total energy expenditure. The comparison with mean total energy expenditure (2417.8 kcal, SD 410) showed that the 24-hour recall (1909.2 kcal, SD 478.8) underestimated habitual energy intake to a larger degree than the APPetite-food record (2146.4 kcal, SD 574.5).
Conclusions: The APPetite-mobile-app is a promising tool for capturing microtemporal, within-person processes of diet, PA, and related factors in real time or near real time and is, to the best of our knowledge, the first of its kind. First evidence supports the good feasibility and moderate usability of the APPetite-mobile-app and the validity of the APPetite-food record. Future findings in this context will build the foundation for the development of personalized lifestyle modification interventions, such as just-in-time adaptive interventions.
Multiple choice (MC)-Klausuren sind im deutschen Medizinstudium trotz weitgehend fehlender Daten zur Validität dieser Prüfungsform zur Regelprüfung geworden. Darüber hinaus ist unklar, in welchem Ausmaß die Studierenden - auch solche mit guten Prüfungsergebnissen - den geprüften Lernstoff tatsächlich beherrschen. Am Fachbereich Medizin der Johann-Wolfgang-Goethe-Universität Frankfurt wurde am Ende des SS 2003 im Fach Mikrobiologie für die Studierenden des 2. klinischen Semesters eine MC-basierte Abschlussprüfung geschrieben. Die Studierenden des 1. klinischen Semesters hatten - bedingt durch Umstellungen des Curriculums - eine identische Ausbildung. Diese wurde durch eine inhaltlich weitgehend identische, im Format aber andere Klausur abgeschlossen, in der sowohl offene Fragen enthalten waren als auch Fragen, bei denen die Studierenden jede Aussage einzeln auf Korrektheit bewerten mussten. Der Vergleich der Ergebnisse für inhaltlich gleiche Fragen zeigt, dass die Studierenden im MC-Format eine hohe Quote richtiger Antworten erzielen, diese jedoch durch ein geändertes Fragenformat stark reduziert wird. So erreichten nur 20 - 30% der Studierenden ein vollständig richtiges Ergebnis, wenn jede Aussage einzeln bewertet werden musste, während die inhaltlich gleiche Frage im MC-Format 80 - 90% richtige Ergebnisse erzielte. In freien Fragen konnten nur 30 - 40% der Studierenden die richtige Antwort aktiv niederschreiben, während 90 -99% der Studierenden die richtige Lösung passiv erkannten. Wir interpretieren diese Ergebnisse dahin, dass der Entscheidungszwang in MC-basierten Fragen einen starken Einfluss auf die Quote richtiger Antworten hat, und die Prüfungsergebnisse damit wesentlich durch das Format beeinflusst werden, das Wissen dagegen nicht beherrscht wird. Die Ergebnisse dieser Studie legen nahe, Sorgfalt bei der Auswahl des Prüfungsverfahrens walten zu lassen und der Steuerung des studentischen Lernverhaltens durch das Prüfungsformat wesentlich mehr Aufmerksamkeit zu widmen als bisher.
In transferring the concept of flow to the context of fiction reading a new approach to understanding the evolvement of reading pleasure is provided. This study presents the Reading Flow Short Scale (RFSS), the first reading-specific flow measurement tool. The RFSS was applied to 229 readers via online survey after 20 min of reading in self-selected novels. In a systematic analysis of psychometric properties, the RFSS’ factorial structure, reliability, and associations with theoretically related constructs were examined. As expected, the RFSS showed a two-factor structure, positive correlations with variables related to reading pleasure and flow, and an inverted U-shaped association with perceived fit between reader skills and text challenge. Comparisons of confirmatory factor analysis model confirmed that RFSS items loaded on different latent variables than items assessing other narrative engagement concepts, namely presence, identification, suspense, and cognitive mastery, and hence distinctly capture flow states in fiction reading. In sum, our findings indicate that the RFSS is a useful instrument for assessing flow states in fiction reading, thereby enriching the portfolio of measurement instruments in reading research.
Background: This article reports reliability, validity, and norms for the German version of the multi-informant questionnaire Inventory of Callous–Unemotional Traits (ICU). Method: The ICU was filled in by nonreferred children aged 13 to 18 years old (n = 645), parents of children aged 6 to 18 years old (n = 1,005), and their teachers (n = 955). Results: Confirmatory factor analysis resulted in a two-factor solution giving the best fit. Still none of the models showed an adequate model-fit applying the chi-square exact fit test. The internal consistency of the parent’s, teacher’s, and self-report version were α = .830, α = .877 and α = .769, respectively. Interrater reliability was moderate. Convergent validity with the Youth Psychopathic Traits Inventory, the externalizing scores of the Youth Self-Report/Child Behavior Checklist, and with the German oppositional Defiant Disorder/Conduct Disorder Rating Scale “FBB-SSV” were good. German norms were calculated. Conclusions: The ICU is a reliable and valid dimensional measure to describe callous–unemotional traits.