Lesetest für Berufsschüler/innen LTB-3. Handbuch

Klassenarbeiten, Klausuren und Fachprüfungen dauern oft mehrere Stunden,sowohl in ihrer Dauer wie in ihrer Auswertung. Die Dauer der Prüfungen ist in Prüfungsordnungen vorgegeben. Der vorliegende Test ermöglicht es, auf ökonomische und objektive Weise die Lesekompetenz von Schülerinnen und Schülern zu erfassen. Er ist einfach handzuhaben, Testdurchführung und -auswertung nehmen nur wenig Zeit in Anspruch und ermöglichen eine problemlose Integration in den Schulalltag. Ein Test kann nicht von einer Person entwickelt werden und so stehen als Autoren und Berater mehrere Personen auf der Titelseite. Neben den genannten Mitwirkenden waren noch unzählige Personen beteiligt, die hier und da konstruktiv an einer Frage „herumkritisierten“

Empirical Evidence for Constraint Relaxation Insight Problem Solving

Using a new developed task environment that allows to control for depth and width of problem space (Match Stick Algebra problems), three experiments were conducted to investigate the role of implicit constraints in insight problem solving. The first experiment showed that constraints caused by prior knowledge of common algebra lead to large differences in solution times, when they were encountered for the first time. No differences were found after the constraints had been relaxed. In the second experiment complimentary moves had to be applied in two different equation structures, one similiar to common algebra, one dissimiliar to common algebra. Consistent with our predictions different problem structures lead to a reversed order of task difficulty for the same moves depending on the activation of prior knowledge from real algebra. In the third experiment it was shown that a re-distribution of activation in a network causes the removing of constraints. Non-detectable priming of the solution lead to significantly more solutions in the experimental group as compared to a control group

How to investigate insight: A proposal

Abstract One of the most challenging issues in the Weld of creativity is Wnding an approach conducent to understanding the cognitive and neural mechanisms underlying insight. We propose investigating the process of insight within the context of implicit learning paradigms. The training tasks in implicit learning paradigms are regularly constructed and, although participants are not informed about the existence of such a regularity, some of them gain insight into this regular pattern during training. This process of spontaneously arising explicit knowledge during an incidental learning situation strongly resembles the process of Wnding the solution for an insight problem. The main advantage of these incidental learning situations is the opportunity to investigate the process of insight on a trial-by-trial basis. This would be of particularly interest to researchers who want to relate the process of insight to neural activity. We begin with a description of our main Wndings concerning the emergence of explicit knowledge in implicit learning and continue with detailed descriptions of our implicit learning paradigm and data-analytic strategies

Parallel and serial task processing in the PRP paradigm: a drift–diffusion model approach

Even after a long time of research on dual-tasking, the question whether the two tasks are always processed serially (response selection bottleneck models, RSB) or also in parallel (capacity-sharing models) is still going on. The first models postulate that the central processing stages of two tasks cannot overlap, producing a central processing bottleneck in Task 2. The second class of models posits that cognitive resources are shared between the central processing stages of two tasks, allowing for parallel processing. In a series of three experiments, we aimed at inducing parallel vs. serial processing by manipulating the relative frequency of short vs. long SOAs (Experiments 1 and 2) and including no-go trials in Task 2 (Experiment 3). Beyond the conventional response time (RT) analyses, we employed drift–diffusion model analyses to differentiate between parallel and serial processing. Even though our findings were rather consistent across the three experiments, they neither support unambiguously the assumptions derived from the RSB model nor those derived from capacity-sharing models. SOA frequency might lead to an adaptation to frequent time patterns. Overall, our diffusion model results and mean RTs seem to be better explained by participant’s time expectancies

How we use what we learn in Math: An integrative account of the development of commutativity.

One of the crucial issues in mathematics development is how children acquire mathematical concepts and procedures. Most researchers now agree that this knowledge develops iteratively (e.g., Resnick, 1992). However, little is known about how well this knowledge is integrated into a more abstract concept and how children come to spontaneously apply such concepts. Expertise research suggests that spontaneously spot and use a principle whenever it applies requires well-integrated conceptual and procedural knowledge. Here, we report a method allowing to asses procedural and conceptual knowledge about the commutative principle in an unobtrusive manner. In two different tasks, procedural and conceptual knowledge of second and third graders as well as adult students were assessed independently and without any hint concerning commutativity. Results show that, even though second graders according to our measures already possessed procedural and conceptual knowledge about commutativity, the knowledge assessed in these two tasks was unrelated. An integrated relation between the two measures first emerged with some of the third graders and was further strengthened for adult students

Behavioral/Systems/Cognitive Functional Dissociation of Hippocampal Mechanism during Implicit Learning Based on the Domain of Associations

Traditionally, the medial temporal lobe (MTL) was linked to explicit or declarative memory in associative learning. However, recent studies have reported MTL involvement even when volunteers are not consciously aware of the learned contingencies. Therefore, the mechanism of the MTL-related learning process cannot be described sufficiently by the explicit/implicit distinction, and the underlying process in the MTL for associative learning needs a more functional characterization. A possible feature that would allow a functional specification also for implicit learning is the nature of the material that is learned. Given that implicit memory tasks often comprise a combination of perceptual and motor learning, we hypothesized that implicit learning of the perceptual but not the motor component entails MTL activation in these studies. To directly test this hypothesis, we designed a purely perceptual and a purely motor variant of the serial reaction time task. In two groups of human volunteers, behavioral results clearly showed that both variants were learned without awareness. Neuronal recordings using fMRI revealed that bilateral hippocampal activation was observed only for implicit learning of the perceptual sequence, not for the motor sequence. This dissociation clearly shows that the functional role of the hippocampus for learning is determined by the domain of the learned association and that the function of the medial temporal lobe system is the processing of contingencies between perceptual features regardless of the explicit or implicit nature of the ensuing memory

Komplexität und Problemlösen: Festschrift für Joachim Funke zum 70. Geburtstag

Komplexität und Problemlösen sind Schlüsselwörter, die in der kognitions- und denkpsychologischen Forschung der letzten Jahrzehnte ihre Bedeutung entfaltet haben. Joachim Funkes psychologisches Werk ist mit beiden Begriffen eng verbunden. In seinem Denken über komplexes Problemlösen laufen verschiedene Forschungsrichtungen zusammen, etwa Handlungspsychologie, Systemtheorie und die computationale Theorie des Problemlösens. Der Band versammelt vielfältige Beiträge aus diesem Forschungszusammenhang, seien es biografische Kommentare, wissenschaftliche Essays oder Originalbeiträge.Complexity and problem-solving have become meaningful keywords for research in the cognitive sciences in recent decades. Joachim Funke\u27s psychological approach is closely linked to both terms. His reasoning on complex problem-solving connects different lines of research, such as psychology of action, systems theory, and the computational theory of problem-solving. This volume brings together a wide range of contributions from this field, including biographical commentaries, academic essays, and original contributions

Komplexität und Problemlösen: Festschrift für Joachim Funke zum 70. Geburtstag

Komplexität und Problemlösen sind Schlüsselwörter, die in der kognitions- und denkpsychologischen Forschung der letzten Jahrzehnte ihre Bedeutung entfaltet haben. Joachim Funkes psychologisches Werk ist mit beiden Begriffen eng verbunden. In seinem Denken über komplexes Problemlösen laufen verschiedene Forschungsrichtungen zusammen, etwa Handlungspsychologie, Systemtheorie und die computationale Theorie des Problemlösens. Der Band versammelt vielfältige Beiträge aus diesem Forschungszusammenhang, seien es biografische Kommentare, wissenschaftliche Essays oder Originalbeiträge.Complexity and problem-solving have become meaningful keywords for research in the cognitive sciences in recent decades. Joachim Funke\u27s psychological approach is closely linked to both terms. His reasoning on complex problem-solving connects different lines of research, such as psychology of action, systems theory, and the computational theory of problem-solving. This volume brings together a wide range of contributions from this field, including biographical commentaries, academic essays, and original contributions